Oyuncuların Yabancı Dil Öğrenme Motivasyonu

Year 2022, 1.Uluslararası Yabancı Dil Eğitimi Sempozyumu (YABDİLSEM) Özel Sayısı, 431 - 462, 31.01.2022

Seren Özgür Mustafa Caner

Abstract

Eğlence yönünün ötesinde, dijital oyunlar, oynayanların informal ortamlarda oyun oynarken genellikle İngilizceye maruz kalmalarından dolayı, dil eğitimcilerinin dikkatini çekmiştir. Dijital oyun yoluyla dil öğrenimi için bu tür informal fırsatların araştırılması biraz ilgi görmüş olsa da, öğrenen tarafından yönlendirilen informal dijital oyunun öğrencilerin yabancı dil öğrenme motivasyonu üzerindeki rolü yeterince araştırılmamıştır. Bu nedenle, bu çalışma, yabancı dil öğrenenlerin dijital oyun alışkanlıklarını incelemeye ve öğrenci odaklı informal dijital oyunların olası motivasyonel etkilerini ortaya çıkarmaya çalışmaktadır. Bu çalışmanın tasarımı, kesitsel bir tarama çalışması olan nicel niteliktedir. Veriler, araştırmacılar tarafından geliştirilen bir anket yoluyla toplanmıştır. Katılımcıların oyun alışkanlıkları, oyunlarda geçirilen süre, oyun modu ve oyun dili gibi değişkenlere ilişkin demografik sorular aracılığıyla betimsel olarak incelenmiştir. Ek olarak, katılımcıların Ideal L2 benliği ve Ought-to L2 benliğine ilişkin algıları incelenmiştir. Analize dayalı olarak, özellikle oyun dili, cinsiyet ve oyun modları açısından L2 benlikleri ve oyun oynama ile ilgili bulgular elde edilmiştir. Dil öğrenenlerin informal ortamlarda dijital oyun oynamasının, onların L2 benliklerini olumlu yönde şekillendirebileceği ve bunun da onların dil öğrenme motivasyonlarını etkilediği ileri sürülmektedir.

Keywords

Oyun oynama, Motivasyon, İnformal öğrenme, İkinci dil öğreniminde motivasyon benlik sistemi

Gamers’ Foreign Language Learning Motivation

Abstract

Beyond their enjoyment aspect, digital gaming has gained the attention of language educators since gamers all around the world are often exposed to English while gaming in informal settings. Although the exploration of such informal opportunities for language learning through digital gaming has received some interest, the role of learner-directed informal digital gaming on learners’ foreign language learning motivation is under-investigated. Therefore, the present study tries to examine the foreign language learners’ digital gaming habits and reveal possible motivational impacts of learner-directed informal digital gaming. The design of the present study is quantitative in nature which is a cross-sectional survey study. The data was collected through a self-completion survey developed by the researchers. The participants’ gaming habits were examined descriptively through demographic questions regarding variables including time spent on games, game mode, and game language. Additionally, participants’ perceptions concerning their Ideal L2 self, and Ought-to L2 self were examined. Based on the analysis, the patterns regarding L2 selves and gaming emerged from the study, especially in terms of gaming language, gender, and game modes. It is suggested that informal gaming may positively shape learners' L2 selves, which in turn affects their motivation.

Keywords

Gaming, Motivation, Extramural English, L2 motivational self system

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