Implementing the CLIL Approach through Online Games in EFL Education

Autor/inn/en	Cesar Ochoa-Cueva; Paola Cabrera-Solano; Luz Castillo-Cuesta
Titel	Implementing the CLIL Approach through Online Games in EFL Education
Quelle	In: Language Teaching Research Quarterly, 40 (2024), S. 175-193 PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Cesar Ochoa-Cueva) ORCID (Paola Cabrera-Solano) ORCID (Luz Castillo-Cuesta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Forschungsbericht; Computer Games; Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Masters Programs; Teacher Education Programs; Language Teachers; Graduate Students; Content and Language Integrated Learning; Foreign Countries; Self Esteem; Retention (Psychology); Problem Solving; Critical Thinking; Cultural Awareness; Ecuador + Suchen Sie Ihr Suchwort? Computer game; Computerspiel; Computerspiele; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Magister course; Magisterstudiengang; Language teacher; Sprachunterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; CLIL; Lernkonzept; Ausland; Self-esteem; Selbstaufmerksamkeit; Merkfähigkeit; Problemlösen; Kritisches Denken; Cultural identity; Kulturelle Identität
Abstract	The purpose of this study was to implement the Content and Language Integrated Learning (CLIL) approach employing online games for English as a Foreign Language (EFL) teaching and learning. The participants were 53 EFL Ecuadorian university students, 17 males and 36 females, who were enrolled in an English Major and a TEFL Master program. Their proficiency level corresponded to B2 according to the Common European Framework of Reference. The study followed a mixed-method approach, which involved the administration of a diagnostic survey, an online perceptions questionnaire, an interview, and an observation checklist. Games designed in Quizizz, Kahoot, Genially, and Socrative were implemented for 8 weeks so that the participants could access them to practice the content of each lesson. The findings revealed that the CLIL approach through games improves language learning and communication. Moreover, they foster students' confidence, knowledge retention, and comprehension of the subject matter, enhancing reasoning, problem-solving, critical thinking, and cultural awareness. (As Provided).
Anmerkungen	European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/2/04