DIGITAL GAME-BASED LEARNING FOR GRAMMAR IN EFL CONTEXTS: A SYSTEMATIC REVIEW

Abstract

There is a need for foreign language learners to use efficient grammar learning techniques, considering the importance of grammar knowledge for learning English. Game-based language learning, particularly in grammar, has gained attention from learners, educators, practitioners, and academics due to technological advancements and its significant potential. Searching WOS, ERIC, and Scopus employing the predetermined Boolean search string, this systematic review examines the utilization of digital game-based learning in teaching and learning grammar in EFL contexts. To guarantee a systematic, transparent, and meticulous selection and analysis of pertinent literature, this study implemented the PRISMA 2020 (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework. For this systematic review, 24 publications dating from 2010 through 2022 were analysed to highlight the foci of this field of research. In the study, Zotero was employed to eliminate duplicate articles, Rayyan facilitated the screening and selection process, and MaxQDA was used for coding the selected studies. The results indicated that quantitative methods were more commonly used than mixed and qualitative. The detailed analysis showed that the studies employed various digital game-based tools, with Kahoot! being used frequently and incorporating gamification elements, particularly feedback and competition. The analysis of cognitive, affective, and behavioural outcomes suggested that digital tools positively affect learners’ achievements and performance, increase motivation and satisfaction, and significantly improve engagement in digital game-based grammar learning and teaching.

Keywords

• Digital game-based learning
• Gamification
• Grammar
• L2
• Language learning.

YABANCI DİL OLARAK İNGİLİZCE BAĞLAMINDA DİLBİLGİSİ İÇİN DİJİTAL OYUN TABANLI ÖĞRENME: SİSTEMATİK BİR İNCELEME

Abstract

Yabancı dil öğrenenlerin, İngilizce öğreniminde dilbilgisinin önemi göz önüne alındığında etkili teknikler kullanması gerekmektedir. Özellikle dilbilgisi alanında oyun tabanlı dil öğrenimi, teknolojik gelişmeler ve potansiyeli sayesinde öğrenenlerin, eğitimcilerin, uygulayıcıların ve akademisyenlerin dikkatini çekmiştir. Bu sistematik incelemede, belirlenen Boolean arama dizgesi kullanılarak WOS, ERIC ve Scopus’ta yapılan araştırmalar sonucunda, İngilizceyi yabancı dil olarak öğrenenler bağlamında dijital oyun tabanlı öğrenimin dilbilgisi öğretiminde ve öğreniminde kullanımı incelenmiştir. Bu çalışma, ilgili literatürün sistematik, şeffaf ve titiz bir şekilde seçilmesi ve analiz edilmesini sağlamak üzere PRISMA 2020 (Sistematik İncelemeler ve Meta-Analizler için Tercih Edilen Raporlama Unsurları) çerçevesini uygulamıştır. Bu sistematik inceleme alanının odak noktalarını vurgulamak amacıyla 2010-2022 yılları arasında yayınlanan 24 çalışma analiz edilmiştir. Çalışmada, Zotero mükerrer makaleleri elemek için kullanılmış, Rayyan tarama ve seçim sürecini kolaylaştırmış ve MaxQDA seçilen çalışmaların kodlanma sürecinde kullanılmıştır. Sonuçlar, nicel yöntemlerin karma ve nitel yöntemlere göre daha yaygın olarak kullanıldığını göstermiştir. Ayrıntılı analiz, çalışmaların çeşitli dijital oyun tabanlı araçlar kullandığını ve özellikle geri bildirim ve rekabet gibi oyunlaştırma unsurlarını içerdiğini ortaya koymuştur; en sık kullanılan araçlardan biri ise Kahoot!’tur. Bilişsel, duyuşsal ve davranışsal sonuçların analizi, dijital araçların öğrenenlerin başarılarını ve performanslarını olumlu yönde etkilediğini, motivasyon ve memnuniyeti artırdığını ve dijital oyun tabanlı dilbilgisi öğreniminde katılımı büyük ölçüde artırdığını göstermektedir.

Keywords

• Dijital oyun tabanlı öğrenme
• Oyunlaştırma
• Dilbilgisi
• İkinci dil
• Dil öğrenimi.

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