The SIMs meet ESL Incorporating authentic computer simulation games into the language classroom

Miller, Megan; Hegelheimer, Volker

doi:10.1108/17415650680000070

Cited by 134 publications

(106 citation statements)

References 19 publications

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“…One of the most common is the use of internet, particularly Web 2.0 applications (Chan, 2016;Che Wan et al, 2014), video call (Correa, 2014) as well as smartphones (Ncube & Suleman, 2014;Kurtz, 2012). Apart from the internet, the use of gaming as a language learning tool has also been observed in several studies (Bytheway, 2015;Piirainen-Marsh & Tainio, 2009;Miller & Hegelheimer, 2006). Other out of class activities that language learners found useful in improving their language skills are through conversation (Jones et al, 2008) and leisure reading (Habibi et al, 2015;Cheng et al, 2009).…”

Section: The Effects Of English Movies Towards Language Learning Processmentioning

confidence: 99%

The Effects of Movies on the Affective Filter and English Acquisition of Low-Achieving English Learners

Nath¹,

Mohamad²,

Yamat³

2017

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This paper reports on the effects of movies on the acquisition of English language among students at a tertiary institution in Malaysia. In this study, "out-of-class" activities are leisure activities that students do outside classroom setting and watching movie is one example. The study aims to examine the effects of movies on the students' Affective Filter (i.e. motivation, anxiety, and self-confidence). The Affective Filter is a mental block that prevents language learners from being receptive towards comprehensible language input, thereby disrupting their acquisition process. In order for smoother acquisition to occur, the block needs to be lowered and one of the ways in achieving this is through out-of-class activities. The study also aims to examine the influence of movies on the students' English acquisition process. The participants of this study were low-achieving students. Data were collected through Facebook group discussions, participants' reflective notes and focus group interviews in this qualitative research. The findings of this study reveal that students' Affective Filter level is slightly lowered which allowed them to acquire new language skills namely vocabulary and pronunciation knowledge. From the findings, English teachers should consider utilizing movies as a learning tool. Students should consider searching for opportunities to learn outside classroom.

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Section: The Effects Of English Movies Towards Language Learning Processmentioning

confidence: 99%

The Effects of Movies on the Affective Filter and English Acquisition of Low-Achieving English Learners

Nath¹,

Mohamad²,

Yamat³

2017

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“…According to the authors, the findings can be explained by cultural and affective factors, which thus need to be taken into account if gaming is to be implemented in L2 English classrooms. Other studies suggest that digital gaming may be particularly beneficial for vocabulary acquisition (see, e.g., Cheung & Harrison, 1992;Miller & Hegelheimer, 2006;Ranalli, 2008;Rankin, Gold & Gooch, 2006). A close relative to vocabulary is collocations and a good command of collocational patterns is indicative of L2 fluency (Boers, Eyckmans, Kappel, Stengers & Demecheleer, 2006).…”

Section: Background: Previous Research On Call and L2 English Learnersmentioning

confidence: 99%

Language-related computer use: Focus on young L2 English learners in Sweden

Sundqvist

Sylvén

2014

ReCALL

141

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This paper presents findings from a study investigating young English language learners (YELLs) in Sweden in 4 th grade (N 5 76, aged 10-11). Data were collected with the help of a questionnaire and a one-week language diary. The main purpose was to examine the learners' L2 English language-related activities outside of school in general, and their use of computers and engagement in playing digital games in particular. A comparison is made between language-related activities in English, Swedish, and other languages. Another purpose was to see whether there is a relationship between playing digital games and (a) gender, (b) L1, (c) motivation for learning English, (d) self-assessed English ability, and (e) self-reported strategies for speaking English. In order to do so, the sample was divided into three digital game groups, (1) non-gamers, (2) moderate, and (3) frequent gamers (Z4 hours/week), based on diary data (using self-reported times for playing digital games in English). Results showed that YELLs are extensively involved in extramural English (EE) activities (M 5 7.2 hrs/w). There are statistically significant gender differences, boys (11.5 hrs/w) and girls (5.1 hrs/w; p , .01), the reason being boys' greater time investment in digital gaming and watching films. The girls, on the other hand, spent significantly more time on pastime language-related activities in Swedish (11.5 hrs/w) than the boys (8.0 hrs/w; p , .05), the reason being girls' greater time investment in facebooking. Investigation of the digital game groups revealed that group (1) was predominantly female, (2) a mix, and (3) predominantly male. YELLs with an L1 other than Swedish were overrepresented in group (3). Motivation and self-assessed English ability were high across all groups. Finally, regarding the self-reported strategies, code-switching to one's L1 was more commonly reported by non-and moderate gamers than frequent gamers.

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“…A inserção de jogos digitais no contexto escolar pode promover interação, motivação e agência nos alunos (REIS; BILIÃO, 2014;MILLER;HEGELHEIMER, 2006), pois jogos digitais ensinam, inspiram, envolvem e unem seus usuários, apresentando grande potencial para atender às necessidades educacionais. Ranalli (2008) afirma que existem vários benefícios com jogos digitais em sala de aula (notadamente os jogos de simulação), incluindo a promoção do processamento cognitivo e do envolvimento ativo, além do uso da língua estrangeira como um meio de comunicação.…”

Section: Jogos Digitais E Ensino E Aprendizagem De Línguas Estrangeirasunclassified

Recursos Digitais Para O Ensino E Aprendizagem De Inglês

Tumolo¹,

Lorenset²,

Salbego³

2017

Blucher Education Proceedings

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RESUMO: Recursos tecnológicos podem auxiliar o processo de ensino e aprendizagem como um todo e, em particular, de língua estrangeira. Este texto busca trazer uma reflexão sobre recursos digitais como auxiliares para o ensino e aprendizagem de língua estrangeira, focando em três recursos, a saber: histórias digitais, videogames e webconferência. Tais recursos podem ser utilizados dentro ou fora de sala de aula. Assim, os objetivos deste texto são: (a) caracterizar cada recurso digital, abordando referencial teórico na área; e (b) trazer uma reflexão sobre como cada recurso digital pode ser usado para ensino e aprendizagem de língua estrangeira. As discussões são apresentadas a fim de permitir o estabelecimento de bases para o trabalho pedagógico de professores de línguas estrangeiras. Assim, com a apresentação dos recursos digitais e reflexão sobre o uso de cada um na área, espera-se contribuir para a discussão sobre o uso de recursos digitais para o ensino e aprendizagem de línguas estrangeiras, como também para a incorporação desses recursos para a prática docente de professores na área de ensino e aprendizagem de Inglês como língua estrangeira. PALAVRAS-CHAVE: tecnologia educacional; recursos digitais; ensino e aprendizagem de língua IntroduçãoRecursos tecnológicos podem auxiliar o processo de ensino e aprendizagem como um todo e, em particular, de língua estrangeira. A presença ubíqua dos mais variados aparatos tecnológicos facilita acesso à informação e, consequentemente, tornam oportunidades de aprendizagem mais acessíveis (CHAPELLE, 2003;BLAKE, 2005). No entanto, não basta se conectar à rede; é preciso reflexão e planejamento sobre quais recursos utilizar, principalmente de forma pedagógica (MIKI; BRIAN; YUSUKE, 2009;THOMAS;

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The SIMs meet ESL Incorporating authentic computer simulation games into the language classroom

Cited by 134 publications

References 19 publications

The Effects of Movies on the Affective Filter and English Acquisition of Low-Achieving English Learners

The Effects of Movies on the Affective Filter and English Acquisition of Low-Achieving English Learners

Language-related computer use: Focus on young L2 English learners in Sweden

Recursos Digitais Para O Ensino E Aprendizagem De Inglês

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