Facilitating Listening and Speaking with Game-Based Learning Activities in Situational Context

Hwang, Wu‐Yuin; Zhao, Heng; Shadiev, Rustam; Shih, Timothy K.; Chen, Shu Yu

doi:10.1007/978-3-662-44188-6_27

Cited by 6 publications

(9 citation statements)

References 14 publications

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“…W.-Y. Hwang, Ma, Shadiev, Shih, and Chen (2015) suggested that if the learners use situational materials in their daily life, then they could recall what they had learned when they encountered the same scenarios.…”

Section: Resultsmentioning

confidence: 99%

Collaborative Drama-Based EFL Learning in Familiar Contexts

Zhang

Hwang

Tseng

et al. 2018

Journal of Educational Computing Research

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Contextual learning has been recognized as an important method for English as a Foreign Language (EFL) learning and drama was also usually employed to be a good activity for EFL learning which guided learners to interact and use body language to practice English. However, there were few studies to consider both drama and authentic contexts together with mobile devices to facilitate EFL learning. In this research, we developed a contextual drama (CD) system in mobile devices for EFL learning. Students can use CD system to prepare, make, and conduct drama with voices, photos, and texts in authentic contexts to improve English learning. Our goal is to examine how CD system and collaborative CD influences students' learning behaviors and achievement. One quasi-experiment design was conducted with 78 participants, who were the fifth-grade elementary school students during a 5-week experimental period. The results demonstrated that drama-based learning in authentic contexts resulted in better learning achievements than traditional methods. Moreover, we found that collaboration, as key in drama-based EFL learning, could promote peer discussion and therefore help students improve students' storytelling and writing abilities. Students' improved abilities were demonstrated in their sentence complexity and diversity. Additional analysis results derived from the interviews and observations also revealed that students' body languages usage and their engagement in drama activities have significant effect on their learning achievement.

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Section: Resultsmentioning

confidence: 99%

Collaborative Drama-Based EFL Learning in Familiar Contexts

Zhang

Hwang

Tseng

et al. 2018

Journal of Educational Computing Research

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“…When performing drama using the AME, physical movement can create an interactive environment that leads students to develop their speaking fluency and vocabulary (Zhang et al, 2018;Zhou & Li, 2019). The authentic contexts (e.g., playgrounds, libraries, and corridors) can enhance students' interests and speaking skills (Hwang et al, 2015;Zhang et al, 2018). In addition, using drama in authentic contexts made learning experiences meaningful and fun (Gerva´s et al, 2016;Lombardo et al, 2017), as shown in interview results.…”

Section: Correlations Between Drama Learning Behaviors and Post-testsmentioning

confidence: 99%

“…With the advancement of technology, many researchers have explored the effect of mobile technology on student language learning (Chang & Hsu, 2011;Hwang et al, 2015;Zhang et al, 2018;Zhou & Li, 2019). However, only a few studies used mobile technology to improve and assist English drama learning activities for EFL learning (Zhang et al, 2018;Zhou & Li, 2019).…”

Section: Introductionmentioning

confidence: 99%

Effects of Mobile Drama With Authentic Contexts on English Learning

Liu¹,

Hwang

Liu

2021

Journal of Educational Computing Research

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Teaching English in a classroom setting where EFL learners were usually sitting at desks and doing English learning tasks using paper and pencil is inefficient. It has considerable potential problems that could lead to students learning in a passive state. More specifically, the teaching materials are inconsistent with students’ authentic experiences, which decreases the learning efficiency, learning motivation, and levels of interactivity. An annotatable multimedia E-reader (AME) was developed to address these problems. The provided various annotation tools to help students create dramas with authentic contexts. The study participants were 48 junior high school students and divided into the experimental group (EG) and control group (CG). Results revealed that learning English through drama with AME assistance in authentic contexts significantly improved the participants’ learning achievements. In other words, the learning achievements of the EG were superior to those of the CG. Moreover, the results indicated that different learning behaviors were significantly related to different learning achievements. Thus, the greater the diversity of learning behaviors practiced by the students in the drama activity in authentic contexts, the higher the students’ learning scores on different dimensions. Finally, the results indicated that using the AME in authentic contexts was beneficial for English learning through drama.

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“…Many different researches have been carried out to design applications and games for learning a language in different cultural contexts (Holden & Sykes, 2011 ; Hwang et al, 2015 ; Ishaq et al, 2021a ; Kuo & Lai, 2006 ; Lee et al, 2011 ) as regional factors influence the teaching and learning methods (Ishaq et al, 2021a ; Terry & Cheney, 2016 ). Various authors discussed considering localized content for language learning in their cultural context (Edge et al, 2011 ; Elaish et al, 2019a ; Marx & Pray, 2011 ; Tshering et al, 2018 ; Wierzbicka, 1985 ).…”

Section: Introductionmentioning

confidence: 99%

Serious game design model for language learning in the cultural context

et al. 2022

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Digital learning environments have been gaining prominence during the last few years. In particular, the rising usage of mobile devices, including smartphones and tabs, has invited researchers to design and develop learning applications and games for such platforms. Mobile applications and games have been developed for learning languages like many other domains. However, most of these games are fun-based and lack a holistic design and development approach. Therefore, as a principal contribution, this research presents a theoretical model for designing language learning games in a cultural context. The proposed model combines the elements of sociocultural theory with the concepts and elements of gamification, keeping in view the requirements and educational settings, including level and mode of education, etc., to ensure the effectiveness and usability of the developed game. Subsequently, based on the proposed model, a Language Learning Game (LLG) has been designed and developed through a systematic process that involves game design, low-fidelity, and high-fidelity prototyping and its validation. The LLG has been evaluated comprehensively at different stages by incorporating standard methods. Whereby this research augments the existing set of heuristics by proposing a number of specialized heuristics for the evaluation of serious games to gauge their conformance to the cultural context. The evaluation results show that the game has overall usability scores of 90%. While the quasi-experiment-based pre-test and post-test have been conducted, the results reveal that the results obtained by LLG are statistically significantly better than adopted mobile application and traditional group.

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Facilitating Listening and Speaking with Game-Based Learning Activities in Situational Context

Cited by 6 publications

References 14 publications

Collaborative Drama-Based EFL Learning in Familiar Contexts

Collaborative Drama-Based EFL Learning in Familiar Contexts

Effects of Mobile Drama With Authentic Contexts on English Learning

Serious game design model for language learning in the cultural context

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