Digital Board Games as a Tool to Boost Speaking in Foreign Language E-classes During COVID-19: Students’ Perspectives
Year 2022,
Volume: 39-1 , 137 - 159, 31.12.2022
Thomais Rousoulioti
,
Christina Tegou
,
Paraskevi Thomou
Abstract
This article elaborates the ongoing discussion about whether digital board games can enhance speaking in language courses. The research targets 51 adult L2 Greek students in Istanbul/Turkey addressing if digital board games in on-line classes can enhance speaking in foreign language during COVID-19. The results show that: online lessons meet the learning needs of adults, but they still prefer the face-to-face ones, the digital version of the game Story Cubes motivated students to participate more in the lesson, to collaborate with their classmates and to express themselves freely. The aforementioned game created a positive atmosphere in the classroom and finally it had a positive effect on the students' speaking.
References
- Barnes, T., Powell, E., Chaffin, A., & Lipford, H. (2008). Game2Learn: Improving the motivation of CS1 students. Proceedings of The 3rd International Conference On Game Development in Computer Science Education - GDCSE '08. https://doi.org/ 10.1145/1463673.1463674
- Bicen, H., & Kocakoyun, S. (2018). Perceptions of students for gamification approach: Kahoot as a case study. International Journal of Emerging Technologies in Learning (iJET), 13(02), 72-93.
- Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer Science & Business Media.
- Brom, C., Buchtová, M., Šisler, V., Děchtěrenko, F., Palme, R., & Glenk, L. (2014). Flow, social interaction anxiety and salivary cortisol responses in serious games: A quasi-experimental study. Computers & Education, 79, 69-100. https://doi.org/ 10.1016/j.compedu.2014.07.001
- Bush, J. (2015). The impact of classroom games on the acquisition of second language grammar. Language in Focus, 1(2), 17-29. https://doi.org/10.1515/lifijsal-2015-0007
- Caponetto, I., Earp, J., & Ott, M. (2014). Gamification and education: a literature review. The 8th European Conference on Games-Based Learning - ECGBL 2014. Berlin.
- Chen, C., Law, V. & Huang, K. (2019). The roles of engagement and competition on learner’s performance and motivation in game-based science learning. Educational Technology Research and Development, 67(4), 1003-1024.
- Chen, C. (2021). Using scaffolding materials to facilitate autonomous online Chinese as a foreign language learning: A study during the COVID-19 pandemic. SAGE Open. https://doi.org/10.1177/21582440211040131
- Chik, A. (2014). Digital gaming and language learning: Autonomy and community. Language Learning and Technology, 18(2), 85-100.
- Chou, M. (2012). Assessing English vocabulary and enhancing young English as a foreign language (EFL) learners’ motivation through games, songs, and stories. Education 3-13, 42(3), 284–297. https://doi.org/10.1080/03004279.2012.680899
- Collis, B., & Moonen, J. (2001). Flexible Learning in a Digital World. Open Learning: The Journal of Open, Distance and E-Learning, 17(3), 217-230. https://doi.org/ 10.1080/0268051022000048228
- Council of Europe (2001). Common European framework of reference for languages: Learning, teaching, assessment. Press Syndicate of the University of Cambridge.
- Council of Europe (2018). Common European Framework of Reference for Languages: Learning, Teaching, Assessment Companion Volume with New Descriptors. Strasbourg: Council of Europe. https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989
- Gabbiadini, A., Baldissarri, C., Durante, F., Valtorta, R. R., De Rosa, M., & Gallucci, M. (2020). Together apart: the mitigating role of digital communication technologies on negative affect during the COVID-19 outbreak in Italy. Frontiers in Psychology. 11, 554678. https://doi.org/10.3389/fpsyg.2020.554678
- Gąsior, K. (2019). Classroom interaction in oral language learning events created by EFL storytelling-based games. New Horizons in English Studies 1, 35-51.
- Gros, B. (2007). Digital games in education: The design of games-sased learning environments. Journal of Research on Technology in Education, 40(1), 23-38. https://doi.org/10.1080/15391523.2007.10782494
- Hosni, S. (2014). Speaking difficulties encountered by young EFL learners. International Journal on Studies in English Language and Literature, 2(6), 22-30.
- Hulstijn, J. H., & Trompetter, P. (1998). Incidental learning of second language vocabulary in computer-assisted reading and writing tasks. In D. Albrechtsen, B. Henriksen, I. M. Mees, & E. Poulsen (Eds.), Perspectives on foreign and second language pedagogy (pp. 191-200). Odense University studies in linguistics.
- Kirstavridou, D., Kousaris, K., Zafeiriou, C., & Tzafilkou, K. (2020). Types of game-based learning in education: A brief state of the art and the implementation in Greece. The European Educational Researcher, 3(2), 87-100. https://eric.ed.gov/?id=EJ1265904
- Klimova, B. (2021). An insight into online foreign language learning and teaching in the era of COVID-19 pandemic. Procedia Computer Science, 192, 1787-1794. https://doi.org/10.1016/j.procs.2021.08.183
- Komis, V., & Dinas, K. (2011). Study on the use of ICT in the teaching of language and literature in Primary Education: general context and specifics. Centre for the Greek Language. http://old.greek-language.gr/sites/default/files/digital_school/p3.1.2_glwssa.pdf In Greek.
- Krouska, A., Troussas, C. & Sgouropoulou, C. (2022). Mobile game-based learning as a solution in COVID-19 era: Modeling the pedagogical affordance and student interactions. Education and Information Technologies, 27(1), 229–241. https://doi.org/10.1007/s10639-021-10672-3
- Lenhart, A. (2015). Teens, social media & technology overview 2015. Pew Research Center. https://www.pewresearch.org/search/Teens%2C+Social+Media+%26+Technology+Overview+2015.+
- Maican, M.-A., & Cocoradă, E. (2021). Online foreign language learning in higher education and its correlates during the COVID-19 pandemic. Sustainability, 13(2), 781. https://doi.org/10.3390/su13020781
- Martin, W., Silander, M., & Rutter, S. (2019). Digital games as sources for science analogies: Learning about energy through play. Computers & Education, 130, 1-12. https://doi.org/10.1016/j.compedu.2018.11.002
- Nazarova, M. & Galiullina, E. (2016). Game-Based Learning in teaching English. Journal of Organizational Culture, Communications and Conflict, 8-12. http://dspace.kpfu.ru/xmlui/handle/net/104403
- Nieto-Escamez, F. A., & Roldán-Tapia, M. D. (2021). Gamification as online teaching strategy during COVID-19: A mini-review. Frontiers in Psychology, 12, 648552. https://doi.org/10.3389/fpsyg.2021.648552
- Phuong, H., & Nguyen, P. (2017). The impact of board games on EFL learners’ grammar retention. IOSR Journal of Research & Method in Education (IOSR-JRME), 7(3), 61-66.
- Rachels, J., & Rockinson-Szapkiw, A. (2017). The effects of a mobile gamification app on elementary students’ Spanish achievement and self-efficacy. Computer Assisted Language Learning, 31(1-2), 72-89. https://doi.org/ 10.1080/09588221.2017.1382536
- Rousoulioti, T., Tegou C. & Ypsilandis G. (2020a). Effective vocabulary strategies for teaching Greek as a foreign language: An initial reconnaissance. The Journal of the National Council of Less Commonly Taught Languages, 29, 164-197.
- Rousoulioti, T., Voskaki, R. & Kazazis, I. (2020b). Modern Greek Language E-Diagnostic Tests. Journal of Applied Linguistics, 33, 143-159. https://doi.org/10.26262/jal.v0i33.8059
- Shu, L. & Liu, M. (2019). Student engagement in game-based learning: A literature review from 2008 to 2018. Journal of Educational Multimedia and Hypermedia, 28(2), 193-215.
- Sulistianingsih, E., Febriani, R., & Pradjarto, J.C.S. (2019). The effect on interactive board games (IBG) on vocabulary achievement. Langkawi Journal of The Association for Arabic and English, 5(2), 127-139.
- Sylvén, L., & Sundqvist, P. (2012). Gaming as extramural English L2 learning and L2 proficiency among young learners. Recall, 24(3), 302-321. https://doi.org/ 10.1017/s095834401200016x
- Tegou, C., Danellis, V., & Katsanos, G. (2021). Πάμε λοιπόν στα Ελληνικά Α1&Α2. Eξάσκηση για την παραγωγή προφορικού και γραπτού λόγου [Well, let’s go in Greek A1&A2. Practice for speaking and writing skills]. Istos Publications. In Greek.
- Thomou, P. (2008). Τα ελληνικά ως δεύτερη γλώσσα: εκμάθηση και διδασκαλία λεξιλογίου. [Modern Greek as a second language: Vocabulary learning and teaching]. In Damanakis (Ed.) Proceedings of the International conference “Globalization and the Greek Diaspora”. Rethymno: Centre of Intercultural and Migration Studies. Volume A: 163-174. In Greek.
- Thomou, P., Chatzidaki, A. & Stylou, G. (2009). Τα ελληνικά ως δεύτερη γλώσσα και η διδασκαλία του λεξιλογίου: θεωρητικές αρχές και ενδεικτική εφαρμογή. [Modern Greek as a second language and the teaching of vocabulary: Theory matters and application]. Proceedings of the 3rd International Conference on Teaching Modern Greek as a Foreign Language. Athens: Faculty of Letters. 225-241. In Greek.
- Van Amelsvoort, M. (2013). Images and memory: A literature review of issues in the use of images to aid vocabulary acquisition and reading comprehension and recall. Kanagawa Prefectural Institute of Language and Culture Studies 2, 19-31.
- Vandercruysse, S., Vandewaetere, M., Cornillie, F. & Clarebout, G. (2013). Competition and students’ perceptions in a game-based language learning environment. Educational Technology Research and Development, 61(6), 927-950.
- Wallace, S., Russell, I., & Markov, Z. (2008). Integrating games and machine learning in the undergraduate computer science classroom. Proceedings of The 3rd International Conference On Game Development In Computer Science Education - GDCSE '08. https://doi.org/10.1145/1463673.1463685
- Wouters, P., van Nimwegen, C., van Oostendorp, H., & van der Spek, E. (2013). A meta-analysis of the cognitive and motivational effects of serious games. Journal of Educational Psychology, 105(2), 249-265. https://doi.org/ 10.1037/a0031311
- Yang, J. C. & Lin, Y. & Wu, J. & Chien, K. (2008). Design and evaluation of a physical interactive learning environment for English learning. In M. Eisenberg, Kinshuk, M. Chang, & R. McGreal (Eds.), The second IEEE international conference on digital game and intelligent toy enhanced learning (pp. 36– 40). https://doi.org/10.1109/DIGITEL.2008.40
- Zainuddin, N., & Idrus, R. M. (2016). The use of augmented reality enhanced flashcards for Arabic vocabulary acquisition. 13th Learning and Technology Conference (L&T). https://doi.org/10.1109/lt.2016.7562857
- Zboun, J.S. & Farrah, M. (2021). Students’ perspectives of online language learning during corona pandemic: Benefits and challenges. Indonesian EFL Journal, 7(1), 13-20.
Pandemi Döneminde Çevrimiçi Yabancı Dil Eğitiminde Dijital Oyunların Konuşma Becerilerine Etkisi: Öğrencilerin Bakış Açıları
Year 2022,
Volume: 39-1 , 137 - 159, 31.12.2022
Thomais Rousoulioti
,
Christina Tegou
,
Paraskevi Thomou
Abstract
Bu çalışma, dijital oyunların dil kurslarında konuşma gelişimi ve etkileri üzerine devam eden tartışmayı detaylandırmaktadır. Bu araştırma, COVID-19 pandemi döneminde İstanbul/Türkiye’de yabancı dil olarak Yunanca öğrenen 51 yetişkin öğrenci üzerinde yapılmış olup, uzaktan eğitim derslerindeki dijital oyunların yabancı dilde konuşma gelişimini ele almaktadır. Sonuçlar: Çevrimiçi dersler yetişkinlerin öğrenme ihtiyaçlarını karşılamaktadır, ancak yine de geleneksel olanlar tercih edilmektedir. Story Cubes oyununun dijital versiyonunun öğrencileri derse daha fazla katılmaya, sınıf arkadaşlarıyla ortak çalışma yapmaya ve kendilerini ifade etmeye motive ettiğini gösteriyor. Sözü edilen oyun sınıfta olumlu bir hava yaratmış ve nihayetinde öğrencilerin konuşmalarına olumlu etki yapmıştır.
References
- Barnes, T., Powell, E., Chaffin, A., & Lipford, H. (2008). Game2Learn: Improving the motivation of CS1 students. Proceedings of The 3rd International Conference On Game Development in Computer Science Education - GDCSE '08. https://doi.org/ 10.1145/1463673.1463674
- Bicen, H., & Kocakoyun, S. (2018). Perceptions of students for gamification approach: Kahoot as a case study. International Journal of Emerging Technologies in Learning (iJET), 13(02), 72-93.
- Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer Science & Business Media.
- Brom, C., Buchtová, M., Šisler, V., Děchtěrenko, F., Palme, R., & Glenk, L. (2014). Flow, social interaction anxiety and salivary cortisol responses in serious games: A quasi-experimental study. Computers & Education, 79, 69-100. https://doi.org/ 10.1016/j.compedu.2014.07.001
- Bush, J. (2015). The impact of classroom games on the acquisition of second language grammar. Language in Focus, 1(2), 17-29. https://doi.org/10.1515/lifijsal-2015-0007
- Caponetto, I., Earp, J., & Ott, M. (2014). Gamification and education: a literature review. The 8th European Conference on Games-Based Learning - ECGBL 2014. Berlin.
- Chen, C., Law, V. & Huang, K. (2019). The roles of engagement and competition on learner’s performance and motivation in game-based science learning. Educational Technology Research and Development, 67(4), 1003-1024.
- Chen, C. (2021). Using scaffolding materials to facilitate autonomous online Chinese as a foreign language learning: A study during the COVID-19 pandemic. SAGE Open. https://doi.org/10.1177/21582440211040131
- Chik, A. (2014). Digital gaming and language learning: Autonomy and community. Language Learning and Technology, 18(2), 85-100.
- Chou, M. (2012). Assessing English vocabulary and enhancing young English as a foreign language (EFL) learners’ motivation through games, songs, and stories. Education 3-13, 42(3), 284–297. https://doi.org/10.1080/03004279.2012.680899
- Collis, B., & Moonen, J. (2001). Flexible Learning in a Digital World. Open Learning: The Journal of Open, Distance and E-Learning, 17(3), 217-230. https://doi.org/ 10.1080/0268051022000048228
- Council of Europe (2001). Common European framework of reference for languages: Learning, teaching, assessment. Press Syndicate of the University of Cambridge.
- Council of Europe (2018). Common European Framework of Reference for Languages: Learning, Teaching, Assessment Companion Volume with New Descriptors. Strasbourg: Council of Europe. https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989
- Gabbiadini, A., Baldissarri, C., Durante, F., Valtorta, R. R., De Rosa, M., & Gallucci, M. (2020). Together apart: the mitigating role of digital communication technologies on negative affect during the COVID-19 outbreak in Italy. Frontiers in Psychology. 11, 554678. https://doi.org/10.3389/fpsyg.2020.554678
- Gąsior, K. (2019). Classroom interaction in oral language learning events created by EFL storytelling-based games. New Horizons in English Studies 1, 35-51.
- Gros, B. (2007). Digital games in education: The design of games-sased learning environments. Journal of Research on Technology in Education, 40(1), 23-38. https://doi.org/10.1080/15391523.2007.10782494
- Hosni, S. (2014). Speaking difficulties encountered by young EFL learners. International Journal on Studies in English Language and Literature, 2(6), 22-30.
- Hulstijn, J. H., & Trompetter, P. (1998). Incidental learning of second language vocabulary in computer-assisted reading and writing tasks. In D. Albrechtsen, B. Henriksen, I. M. Mees, & E. Poulsen (Eds.), Perspectives on foreign and second language pedagogy (pp. 191-200). Odense University studies in linguistics.
- Kirstavridou, D., Kousaris, K., Zafeiriou, C., & Tzafilkou, K. (2020). Types of game-based learning in education: A brief state of the art and the implementation in Greece. The European Educational Researcher, 3(2), 87-100. https://eric.ed.gov/?id=EJ1265904
- Klimova, B. (2021). An insight into online foreign language learning and teaching in the era of COVID-19 pandemic. Procedia Computer Science, 192, 1787-1794. https://doi.org/10.1016/j.procs.2021.08.183
- Komis, V., & Dinas, K. (2011). Study on the use of ICT in the teaching of language and literature in Primary Education: general context and specifics. Centre for the Greek Language. http://old.greek-language.gr/sites/default/files/digital_school/p3.1.2_glwssa.pdf In Greek.
- Krouska, A., Troussas, C. & Sgouropoulou, C. (2022). Mobile game-based learning as a solution in COVID-19 era: Modeling the pedagogical affordance and student interactions. Education and Information Technologies, 27(1), 229–241. https://doi.org/10.1007/s10639-021-10672-3
- Lenhart, A. (2015). Teens, social media & technology overview 2015. Pew Research Center. https://www.pewresearch.org/search/Teens%2C+Social+Media+%26+Technology+Overview+2015.+
- Maican, M.-A., & Cocoradă, E. (2021). Online foreign language learning in higher education and its correlates during the COVID-19 pandemic. Sustainability, 13(2), 781. https://doi.org/10.3390/su13020781
- Martin, W., Silander, M., & Rutter, S. (2019). Digital games as sources for science analogies: Learning about energy through play. Computers & Education, 130, 1-12. https://doi.org/10.1016/j.compedu.2018.11.002
- Nazarova, M. & Galiullina, E. (2016). Game-Based Learning in teaching English. Journal of Organizational Culture, Communications and Conflict, 8-12. http://dspace.kpfu.ru/xmlui/handle/net/104403
- Nieto-Escamez, F. A., & Roldán-Tapia, M. D. (2021). Gamification as online teaching strategy during COVID-19: A mini-review. Frontiers in Psychology, 12, 648552. https://doi.org/10.3389/fpsyg.2021.648552
- Phuong, H., & Nguyen, P. (2017). The impact of board games on EFL learners’ grammar retention. IOSR Journal of Research & Method in Education (IOSR-JRME), 7(3), 61-66.
- Rachels, J., & Rockinson-Szapkiw, A. (2017). The effects of a mobile gamification app on elementary students’ Spanish achievement and self-efficacy. Computer Assisted Language Learning, 31(1-2), 72-89. https://doi.org/ 10.1080/09588221.2017.1382536
- Rousoulioti, T., Tegou C. & Ypsilandis G. (2020a). Effective vocabulary strategies for teaching Greek as a foreign language: An initial reconnaissance. The Journal of the National Council of Less Commonly Taught Languages, 29, 164-197.
- Rousoulioti, T., Voskaki, R. & Kazazis, I. (2020b). Modern Greek Language E-Diagnostic Tests. Journal of Applied Linguistics, 33, 143-159. https://doi.org/10.26262/jal.v0i33.8059
- Shu, L. & Liu, M. (2019). Student engagement in game-based learning: A literature review from 2008 to 2018. Journal of Educational Multimedia and Hypermedia, 28(2), 193-215.
- Sulistianingsih, E., Febriani, R., & Pradjarto, J.C.S. (2019). The effect on interactive board games (IBG) on vocabulary achievement. Langkawi Journal of The Association for Arabic and English, 5(2), 127-139.
- Sylvén, L., & Sundqvist, P. (2012). Gaming as extramural English L2 learning and L2 proficiency among young learners. Recall, 24(3), 302-321. https://doi.org/ 10.1017/s095834401200016x
- Tegou, C., Danellis, V., & Katsanos, G. (2021). Πάμε λοιπόν στα Ελληνικά Α1&Α2. Eξάσκηση για την παραγωγή προφορικού και γραπτού λόγου [Well, let’s go in Greek A1&A2. Practice for speaking and writing skills]. Istos Publications. In Greek.
- Thomou, P. (2008). Τα ελληνικά ως δεύτερη γλώσσα: εκμάθηση και διδασκαλία λεξιλογίου. [Modern Greek as a second language: Vocabulary learning and teaching]. In Damanakis (Ed.) Proceedings of the International conference “Globalization and the Greek Diaspora”. Rethymno: Centre of Intercultural and Migration Studies. Volume A: 163-174. In Greek.
- Thomou, P., Chatzidaki, A. & Stylou, G. (2009). Τα ελληνικά ως δεύτερη γλώσσα και η διδασκαλία του λεξιλογίου: θεωρητικές αρχές και ενδεικτική εφαρμογή. [Modern Greek as a second language and the teaching of vocabulary: Theory matters and application]. Proceedings of the 3rd International Conference on Teaching Modern Greek as a Foreign Language. Athens: Faculty of Letters. 225-241. In Greek.
- Van Amelsvoort, M. (2013). Images and memory: A literature review of issues in the use of images to aid vocabulary acquisition and reading comprehension and recall. Kanagawa Prefectural Institute of Language and Culture Studies 2, 19-31.
- Vandercruysse, S., Vandewaetere, M., Cornillie, F. & Clarebout, G. (2013). Competition and students’ perceptions in a game-based language learning environment. Educational Technology Research and Development, 61(6), 927-950.
- Wallace, S., Russell, I., & Markov, Z. (2008). Integrating games and machine learning in the undergraduate computer science classroom. Proceedings of The 3rd International Conference On Game Development In Computer Science Education - GDCSE '08. https://doi.org/10.1145/1463673.1463685
- Wouters, P., van Nimwegen, C., van Oostendorp, H., & van der Spek, E. (2013). A meta-analysis of the cognitive and motivational effects of serious games. Journal of Educational Psychology, 105(2), 249-265. https://doi.org/ 10.1037/a0031311
- Yang, J. C. & Lin, Y. & Wu, J. & Chien, K. (2008). Design and evaluation of a physical interactive learning environment for English learning. In M. Eisenberg, Kinshuk, M. Chang, & R. McGreal (Eds.), The second IEEE international conference on digital game and intelligent toy enhanced learning (pp. 36– 40). https://doi.org/10.1109/DIGITEL.2008.40
- Zainuddin, N., & Idrus, R. M. (2016). The use of augmented reality enhanced flashcards for Arabic vocabulary acquisition. 13th Learning and Technology Conference (L&T). https://doi.org/10.1109/lt.2016.7562857
- Zboun, J.S. & Farrah, M. (2021). Students’ perspectives of online language learning during corona pandemic: Benefits and challenges. Indonesian EFL Journal, 7(1), 13-20.