Integrating Commercial-off-the-Shelf Games into Language Classroom: PCaRD Experience of Two English Language Teachers

Aydın, Seda Musaoğlu; Çakır, Nur Akkuş

doi:10.17244/eku.982955

Cited by 3 publications

(2 citation statements)

References 54 publications

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“…This outcome is consistent with a number of earlier studies. The usage of digital instructional games in the classroom has a favorable impact on students' attitudes, motivation, and success (Çoklar & Sabırlı, 2020;Musaoğlu & Çakır, 2022). Similarly, Çokyaman and Şimşek (2022) stated that digital educational games enable students to learn by entertaining them and this positively affects their attitudes.…”

Section: Discussionmentioning

confidence: 99%

The Effects of Digital Educational Games on Secondary School Students’ Attitudes Towards Elective English Class and on Increasing Their English Listening Skills and Vocabulary

Tevetoğlu,

Korkmaz

2024

Participatory Educational Research

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The purpose of this study was to investigate the impact of digital educational games on secondary school students' attitudes towards elective English lessons, as well as the influence of digital educational games on the development of EFL listening skills and vocabulary learning. The study group included 40 students in two classes of 6th grade elective English course from a secondary school in Samsun province of Türkiye during the academic year 2022-2023. A quasi-experimental model with a pretest-posttest control group was used in the study. A total of six weeks, namely two hours of instruction each week, made up the trial period. Digital instructional games meeting certain criteria set by the study were used to teach the experimental group. In the control group, no digital educational games were employed, and the same teaching strategies as before the experiment were used. An academic achievement exam covering vocabulary and listening and the "Middle School English Course attitude scale" were utilized as data gathering tools. The study revealed that digital educational games had a favourable impact on secondary school students' views about the elective English class. Additionally, it was noted that the pupils in the experimental group improved their vocabulary and listening skills more than those in the control group. In conclusion, considering the positive outcomes of using digital educational games in both foreign languages and other disciplines, we can say that their integration into education will have positive effects on academic achievement and may positively affect students' attitudes towards that course by providing them with a fun learning environment. This makes the case for the potential use of digital educational games as a tool for learning-reinforcing activities in elective English and other elective classes.

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Section: Discussionmentioning

confidence: 99%

The Effects of Digital Educational Games on Secondary School Students’ Attitudes Towards Elective English Class and on Increasing Their English Listening Skills and Vocabulary

Tevetoğlu,

Korkmaz

2024

Participatory Educational Research

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“…Online education in a more general sense, but also in relation to flipped learning (e.g., Ekmekçi, 2017; Girgin & Cabaroğlu, 2021; Gürlüyer & Elkılıç, 2020), multimedia learning (e.g., Cananoğlu & Akpınar, 2022; Onat, 2018; Yeşildağ & Sadık, 2021), Massive Open Online Course (MOOC) (Yaşar, 2020), telecollaboration (Akayoğlu et al, 2022; Sarıcaoğlu, 2021), and digital game based learning (e.g., Alyaz & Genç, 2016; Musaoğlu-Aydın & Akkuş-Çakır, 2022) have been within the research interests of Turkey-based scholars in recent years. Ekmekçi (2017) and Alyaz and Genç (2016), for instance, both found positive learning outcomes and positive learner attitudes when it comes to flipped learning and digital game-based language learning pedagogy, respectively.…”

Section: Classroom Processes and Instructional Practicesmentioning

confidence: 99%

Applied linguistics and language education research in Turkey: 2016–2022

Hart

Aydınlı²

2023

Lang. Teach.

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This systematic review of 170+ journal articles showcases the current trends and developments in Turkey-based applied linguistics and language education research between 2016–2022. The current review presents similarities to the previous reviews (Alptekin & Tatar, 2011; Aydınlı & Ortaçtepe, 2018) in terms of trends and practices that indicate a vibrant research scene and a community of practice in Turkey within language education and applied linguistics research. While certain research areas such as instructional technologies remain widely popular among Turkey-based scholars, there has been growing interest in multiculturalism, social justice language education, critical pedagogy, and culturally responsive teaching. It was also clear in our analysis that the demands by the Higher Education Council for academic promotion exacerbated some of the already-existing challenges also noted in the previous reviews. Some of the concerns include pre- and post-test study designs that focus on practical concerns and outcomes rather than on processes that would lead to conceptual or theoretical development; and lack of engagement with broader (inter)disciplinary debates. We hope that this review will help establish conversations among fellow scholars in terms of future directions that applied linguistics and language education research in Turkey can take in order to contribute to the larger discussions in the field.

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Evaluating the Impacts of NTC Learning System on the Motivation of Students in Learning Physics Concepts Using Card–based Learning Approaches

Lazarevic,

Stojanovic,

Pisarov

et al. 2024

JBSE

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This study examined the impact on the motivation of students toward learning physics upon applying the Nikola Tesla Center (NTC) learning system. The research was conducted using a quasi–experiment with a pretest–posttest non–equivalent control group design. The participants considered were a large group of 1371 students, from various grades and mixed genres, selected from the same district in Serbia. The instrument of this research was the students’ motivation toward science learning (SMTSL), which has been adapted to measure the motivation of students and their learning strategies for physics. Statistical analysis included calculations of Cronbach alpha, chi–square, Kolmogorov–Smirnov (KS) test, independent Samples t–test and ANCOVA, and Pearson correlation test. The study found that using the NTC learning system had a positive effect on students' motivation to learn physics. The experimental group had significantly higher scores on various subscales of motivation such as self–efficacy, active learning strategy, physics learning value, performance goal, and learning environmental stimulation compared to the control group. The research results determined that the NTC learning system is an effective method for promoting motivation of students toward learning physics and it can be recommended for implementation in schools. Keywords: physics education, experimental design, NTC learning system, student motivation, game–based learning

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Integrating Commercial-off-the-Shelf Games into Language Classroom: PCaRD Experience of Two English Language Teachers

Cited by 3 publications

References 54 publications

The Effects of Digital Educational Games on Secondary School Students’ Attitudes Towards Elective English Class and on Increasing Their English Listening Skills and Vocabulary

The Effects of Digital Educational Games on Secondary School Students’ Attitudes Towards Elective English Class and on Increasing Their English Listening Skills and Vocabulary

Applied linguistics and language education research in Turkey: 2016–2022

Evaluating the Impacts of NTC Learning System on the Motivation of Students in Learning Physics Concepts Using Card–based Learning Approaches

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