Developing oral interaction skills with a digital information gap activity game

Abstract

This study introduces the digital game Prêt à négocier, an information gap digital game, and investigates language learners' perceptions of its use in a French as a Second Language (FSL) context. In the game, students negotiate orally and synchronously with a partner for items like cars, houses, and even pirate ships. Inspired by Larsen-Freeman and Long's (1991) information gap activity, game players exchange information to solve a common problem (e.g. to buy a car within certain conditions imposed by the game). As a competitive game, the pairs must use their oral interaction skills in a comprehensible and persuasive manner to win (e.g. to obtain the best final price on a product). In addition to describing Prêt à négocier, this study examines 28 students' perceptions of its pedagogical use in a standard FSL classroom via a triangulation of methods that include a survey, interviews with participants, and focus group discussions. Based on our findings, we conclude that students' perceptions of the game are highly positive in most aspects of our analysis and that Prêt à négocier is well-positioned to help students improve oral interaction skills in a fun, comfortable, and interactive manner.

Can an interactive digital game help French learners improve their pronunciation?

“…Despite the lack of significance for L2 pronunciation, based on a previous study (Rueb, Cardoso, & Grimshaw, 2016), we believe that PàN has the potential of enhancing the learning of FSL, at least in areas such as vocabulary acquisition (forthcoming research), the development of negotiation skills in speaking and listening, and the overall learning experience in a fun, gamified environment that can take place whenever and wherever learners feel prêt à négocier.…”

The acquisition of French vocabulary in an interactive digital gaming context

“…Dóczi & Kormos, 2016) and, as we hypothesize, (2) some of the game's affordances -e.g. its ability to promote autonomous learning (Lai et al, 2016), in a fun and competitive (and consequently motivating) environment (Rueb et al, 2016). Because interactive games such as PàN can also help increase student interest and engagement in the learning process, we believe they are another viable option for teachers' pedagogical toolboxes.…”

“…The game can be played on computers, tablets, and smartphones in both the classroom as a face-to-face conversation and/or out of the classroom with a built-in audio chat feature. To play the game, students have three minutes to both exchange information about the product they are buying/selling as well as to agree on the item's final price (see Rueb, Cardoso, & Grimshaw, 2016 for an introduction to the game). Figure 1 illustrates a seller's user interface for the English version of the game, showing a car for sale and related negotiable features (e.g.…”