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

Öz

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.

Anahtar Kelimeler

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

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

Öz

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.

Anahtar Kelimeler

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

Kaynakça

1. Al-Dosakee, K., & Ozdamli, F. (2021). Gamification in teaching and learning languages: a systematic literature review. Revista Romaneasca pentru Educatie Multidimensionala, 13(2), 559-577. https://doi.org/10.18662/rrem/13.2/436
2. Ardi, P., & Rianita, E. (2022). Leveraging gamification into EFL grammar class to boost student engagement. Teaching English with Technology, 22(2), 90-114.
3. Asmolov, A., & Ledentsov, A. (2023). Impact on educational effectiveness using digital gamification. Startupreneur Business Digital (SABDA Journal), 2(1), 98-105. https://doi.org/10.34306/sabda.v2i1.252
4. Bahari, A. (2022). Game-based collaborative vocabulary learning in blended and distance L2 learning. Open Learning: The Journal of Open, Distance and e-Learning, 37(4), 348-369. https://doi.org/10.1080/02680513.2020.1814229
5. Belda-Medina, J., & Calvo-Ferrer, J. R. (2022). Preservice teachers’ knowledge and attitudes toward digital-game-based language learning. Education Sciences, 12(3), 182. https://doi.org/10.3390/educsci12030182
6. Blume, C. (2020). Games people (don’t) play: An analysis of pre-service EFL teachers’ behaviors and beliefs regarding digital game-based language learning. Computer Assisted Language Learning, 33(1-2), 109-132. https://doi.org/10.1080/09588221.2018.1552599
7. Castillo-Cuesta, L. (2020). Using digital games for enhancing EFL grammar and vocabulary in higher education. International Journal of Emerging Technologies in Learning (iJET), 15(20), 116-129. https://doi.org/10.3991/ijet.v15i20.16159
8. Castillo-Cuesta, L. (2022). Using Genially games for enhancing EFL reading and writing skills in online education. International Journal of Learning, Teaching and Educational Research, 21(1), 340-354. https://doi.org/10.26803/ijlter.21.1.19

9. Chen, X. L., Zou, D., Xie, H. R., & Su, F. (2021). Twenty-five years of computer-assisted language learning: A topic modeling analysis. Language Learning & Technology, 25(3), 151-185. http://hdl.handle.net/10125/73454
10. Chen, S. Y., Tseng, C. Y., & Cheng, C. Y. (2022). An investigation of personalized entertaining three-tier tests: a prior knowledge perspective. Interactive Learning Environments, 1-19. https://doi.org/10.1080/10494820.2022.2031226
11. Chu, H. C., Wang, C. C., & Wang, L. (2019). Impacts of concept map-based collaborative mobile gaming on English grammar learning performance and behaviors. Journal of Educational Technology & Society, 22(2), 86-100. https://www.jstor.org/stable/26819619
12. Cornillie, F., Clarebout, G., & Desmet, P. (2012). Between learning and playing? Exploring learners’ perceptions of corrective feedback in an immersive game for English pragmatics. ReCALL, 24(3), 257-278. https://doi.org/10.1017/S0958344012000146
13. Dashtestani, R. (2022). The winding path towards implementing digital game-based learning (DGBL) in an educational context: The voices of pre-service teachers. Computer Assisted Language Learning (CALL-EJ), 23(3), 70-93.
14. Dehghanzadeh, H., Fardanesh, H., Hatami, J., Talaee, E., & Noroozi, O. (2021). Using gamification to support learning English as a second language: A systematic review. Computer Assisted Language Learning, 34(7), 934-957. https://doi.org/10.1080/09588221.2019.1648298
15. Dicheva, D., Dichev, C., Agre, G. & Angelova, G. (2015). Gamification in education: A systematic mapping study. Journal of Educational Technology and Society, 18(3), 75-88. https://www.jstor.org/stable/jeductechsoci.18.3.75
16. Ebadi, S., Rasouli, R., & Mohamadi, M. (2021). Exploring EFL learners’ perspectives on using Kahoot! as a game-based student response system. Interactive Learning Environments, 1-13. https://doi.org/10.1080/10494820.2021.1881798
17. EPPI-Centre. (2010). EPPI-centre methods for conducting systematic reviews. EPPI- Centre, Social Science Research Unit, Institute of Education, University of London.
18. Fernández-Portero, I., & Castillo-Rodríguez, C. (2022). Gamification in the English language class: Analysis of pre-service teachers’ perceptions. Computer Assisted Language Learning, 23(1), 425-444.
19. Gusenbauer, M., & Haddaway, N. R. (2020). Which academic search systems are suitable for systematic reviews or meta-analyses? Evaluating retrieval qualities of Google Scholar, PubMed, and 26 other resources. Research Synthesis Methods, 11(2), 181-217. https://doi.org/10.1002/jrsm.1378
20. Gülin, Y., & Arda, A. (2011). Effectiveness of using games in teaching grammar to young learners. Elementary Education Online, 10(1), 219-229. https://ilkogretim-online.org/index.php/pub/article/view/987
21. Hawlitschek, A., & Joeckel, S. (2017). Increasing the effectiveness of digital educational games: The effects of a learning instruction on students’ learning, motivation and cognitive load. Computers in Human Behavior, 72, 79-86. https://doi.org/10.1016/j.chb.2017.01.040
22. Hong, J. C., Hwang, M. Y., Liu, Y. H., & Tai, K. H. (2022). Effects of gamifying questions on English grammar learning mediated by epistemic curiosity and language anxiety. Computer Assisted Language Learning, 35(7), 1458-1482. https://doi.org/10.1080/09588221.2020.1803361
23. Hung, H. T., Yang, J. C., Hwang, G. J., Chu, H. C., & Wang, C. C. (2018). A scoping review of research on digital game-based language learning. Computers & Education, 126, 89-104. https://doi.org/10.1016/j.compedu.2018.07.001
24. Ishaq, K., Zin, N. A. M., Rosdi, F., Jehanghir, M., Ishaq, S., & Abid, A. (2021). Mobile-assisted and gamification-based language learning: a systematic literature review. PeerJ Computer Science, 7:e496, 1-57. https://doi.org/10.7717/peerj-cs.496
25. Jakubowski, M. (2014). Gamification in business and education - project of gamified course for university students. Developments in business simulation and experiential learning: Proceedings of the Annual ABSEL Conference (Vol. 41, pp. 339-342). Lake Buena Vista, FL.
26. Kaimara, P., Fokides, E., Oikonomou, A., & Deliyannis, I. (2021). Potential barriers to the implementation of digital game-based learning in the classroom: Pre-service teachers’ views. Technology, Knowledge and Learning, 26(4), 825-844. https://doi.org/10.1007/s10758-021-09512-7
27. Ke, F. (2008). A case study of computer gaming for math: Engaged learning from gameplay? Computers & Education, 51(4), 1609-1620. https://doi.org/10.1016/j.compedu.2008.03.003
28. Koparan T., (2021). Yükseköğretimde dijital oyun tabanlı öğrenme ortamından yansımaların incelenmesi. Yükseköğretim ve Bilim Dergisi/Journal of Higher Education and Science, 11(3), 503-515. https://doi.org/10.5961/jhes.2021.470
29. Li, X., Yang, Y., & Chu, S.K.W. (2024). How does gamification bring long-term sustainable effects on children’s learning? Implications from a crossover quasi-experimental study. Educational Technology Research and Development, 72(3), 1357-1381. https://doi.org/10.1007/s11423-023-10341-x
30. Lilić, P., & Bratoz, S. (2019). The effectiveness of using games for developing young learners’ grammar competence. ELOPE: English Language Overseas Perspectives and Enquiries, 16(2), 49-61. https://doi.org/10.4312/elope.16.2.49-61
31. Lin, C. J., Hwang, G. J., Fu, Q. K., & Cao, Y. H. (2020). Facilitating EFL students’ English grammar learning performance and behaviors: A contextual gaming approach. Computers & Education, 152(103876), 1-20. https://doi.org/10.1016/j.compedu.2020.103876
32. Liu, L. A., & Hwang, G. J. (2023). Effects of metalinguistic corrective feedback on novice EFL students’ digital game‐based grammar learning performances, perceptions and behavioural patterns. British Journal of Educational Technology, 55(2), 687-711. https://doi.org/10.1111/bjet.13400
33. Mimouni, A. (2022). Using Mobile gamified quizzing for active learning: The effect of reflective class feedback on undergraduates’ achievement. Education and Information Technologies, 27, 12003-12026. https://doi.org/10.1007/s10639-022-11097-2
34. Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & PRISMA Group, (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. Annals of Internal Medicine, 151(4), 264-269. https://doi.org/10.7326/0003-4819-151-4-200908180-00135
35. Nadeem, M., Oroszlanyova, M., & Farag, W. (2023). Effect of digital game-based learning on student engagement and motivation. Computers, 12(9), 1-23. https://doi.org/10.3390/computers12090177
36. Navarro-Espinosa, J. A., Vaquero-Abellán, M., Perea-Moreno, A.-J., Pedrós-Pérez, G., Martínez-Jiménez, M. d. P., Aparicio-Martínez, P. (2022). Gamification as a promoting tool of motivation for creating sustainable higher education institutions. International Journal of Environmental Research and Public Health, 19(5), 2599. https://doi.org/10.3390/ijerph19052599
37. Ouzzani, M., Hammady, H., Fedorowicz, Z., & Elmagarmid, A. (2016). Rayyan—a web and mobile app for systematic reviews. Systematic reviews, 5(210), 1-10. https://doi.org/10.1186/s13643-016-0384-4
38. Önal, N., Çevik, K.K., & Şenol, V. (2019). The effect of SOS table learning environment on mobile learning tools acceptance, motivation and mobile learning attitude in English language learning. Interactive Learning Environments, 30(5), 834–847. https://doi.org/10.1080/10494820.2019.1690529
39. Page, M. J., McKenzie J.E., Bossuyt P.M., Boutron I., Hoffmann T.C., Mulrow C.D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ 2021, 372(71), 1-9. https://doi.org/10.1136/bmj.n71
40. Pinto, R. D., Peixoto, B., Melo, M., Cabral, L., & Bessa, M. (2021). Foreign language learning gamification using virtual reality - A systematic review of empirical research. Education Sciences, 11(222), 1-19. https://doi.org/10.3390/educsci11050222
41. Poshitha, M. G. S. (2023). Incorporation of digital games in a TESL methodology: An innovative approach to teaching and learning English grammar in the ESL classroom. Proceedings of SLIIT International Conference on Advancements in Sciences and Humanities, 1-2 December, Colombo, 80-84.
42. Prensky, M. (2001). Digital game-based learning. New York, NY: McGraw-Hill. ISBN 0-07-136344-0
43. Prensky, M. (2003). Digital game-based learning. ACM Computers in Entertainment, 1(1), 21. https://doi.org/10.1145/950566.950596
44. Prensky, M. (2007). Digital game-based learning. St. Paul, MN: Paragon House Publishers.
45. ProQuest. (2023). ERIC. Retrieved from https://about.proquest.com/en/products-services/eric
46. Rad, H. S. (2021). Effect of PCaRD DGB flipped learning on EFL learners’ grammar skill. Journal of Asia TEFL, 18(2), 544-558. http://dx.doi.org/10.18823/asiatefl.2021.18.2.10.544
47. Ragni, B., Toto, G. A., di Furia, M., Lavanga, A., & Limone, P. (2023). The use of Digital Game-Based Learning (DGBL) in teachers’ training: A scoping review. Frontiers in Education, 8(1092022), 1-14. https://doi.org/10.3389/feduc.2023.1092022
48. Ramadoss, R., & Wang, Q. (2012). Evaluation of a web-based assessment tool for learning grammar at the primary school level. International Journal of Continuing Engineering Education and Life-Long Learning 22(3/4), 175-184. https://doi.org/10.1504/IJCEELL.2012.050062
49. Reynolds, B. L., & Kao, C. W. (2021). The effects of digital game-based instruction, teacher instruction, and direct focused written corrective feedback on the grammatical accuracy of English articles. Computer Assisted Language Learning, 34(4), 462-482. https://doi.org/10.1080/09588221.2019.1617747
50. Rico, M., Agudo, J. E., & Sánchez, H. (2015). Language learning through handheld gaming: A case study of an English course with engineering students. Journal of Universal Computer Science, 21(10), 1362-1378. https://doi.org/10.3217/jucs-021-10-1362
51. Sadeghi, K., & Dousti, M. (2013). The Effect of length of exposure to call technology on young Iranian EFL learners’ grammar gain. English Language Teaching, 6(2), 14-26. https://doi.org/10.5539/elt.v6n2p14
52. Savaş, S., Güler, O., Kaya, K., Çoban, G., & Güzel, M. S. (2021). Eğitimde dijital oyunlar ve oyun ile öğrenme. International Journal of Active Learning (IJAL), 6(2), 117-140. DOI: ijal.1014960
53. Su, F., Zou, D., Xie, H., & Wang, F. L. (2021). A comparative review of mobile and non-mobile games for language learning. SAGE Open, 11(4), 1-20. https://doi.org/10.1177/215824402110672
54. Sylvén, L. K., & 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
55. Teng, C., Heydarnejad, T., Hasan, M. K., Omar, A., & Sarabani, L. (2022). Mobile assisted language learning in learning English through social networking tools: An account of Instagram feed-based tasks on learning grammar and attitude among English as a foreign language learners. Frontiers in Psychology, 13(1012004), 1-13. https://doi.org/10.3389/fpsyg.2022.1012004
56. Terriche, A. A. (2016). Initiating and maintaining learners’ talking time through problem solving situations. Arab World English Journal (AWEJ), 7(3), 487-495. https://dx.doi.org/10.24093/awej/vol7no3.34
57. Toda, A.M., Valle, P.H.D., & Isotani, S. (2018). The dark side of gamification: An overview of negative effects of gamification in education. In: Cristea, A., Bittencourt, I., Lima, F. (eds.) Higher Education for All. From Challenges to Novel Technology-Enhanced Solutions. HEFA 2017. Communications in Computer and Information Science, vol 832. Springer, Cham. https://doi.org/10.1007/978-3-319-97934-2_9
58. Tshering, P., Norbu, D., Dorji, S., Dema, N., & Dhungyel, P.R. (2018). Experience of a gamified spelling solving by students for learning spelling: development of kids spell Dzongkha app. In: 2018 International Conference on Current Trends towards Converging Technologies (ICCTCT).
59. Turan, Z., Avinc, Z., Kara, K., & Göktas, Y. (2016). Gamification and education: Achievements, cognitive loads, and views of students. International Journal of Emerging Technologies in Learning (iJET), 11(7), 64-69. http://dx.doi.org/10.3991/ijet.v11i07.5455
60. Turner, P. E., Johnston, E., Kebritchi, M., Evans, S., Heflich, D. A., & Wang, S. (2018). Influence of online computer games on the academic achievement of nontraditional undergraduate students. Cogent Education, 5(1), 1-16. https://doi.org/10.1080/2331186X.2018.1437671
61. Umamah, A., & Saukah, A. (2022). Digital game-based learning (DGBL): The voice of EFL university students and teachers. PASAA: Journal of Language Teaching and Learning in Thailand, 63, 279-314. DOI: 10.58837/CHULA.PASAA.63.1.11
62. Usta, N. D., & Güntepe, E. T. (2019). Dijital oyun tasarlamanın öğrenmeye etkisi. Bingöl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(18), 1213-1232. https://doi.org/10.29029/busbed.562553
63. Wichadee, S., & Pattanapichet, F. (2018). Enhancement of performance and motivation through application of digital games in an English language class. Teaching English with Technology, 18(1), 77-92.
64. Yassin, B., & Abugohar, A. M. (2022). Gamified mobile-assisted formative assessment for reviving undergraduate learners’ overall language proficiency: A quasi-experimental study. Teaching English with Technology, 22(2), 69-89.
65. Yurieva, O., Musiichuk, T., & Baisan, D. (2021). Informal English learning with online digital tools: non-linguist students. Advanced Education, 8(17), 90-102. https://doi.org/10.20535/2410-8286.223896
66. Zarzycka-Piskorz, E. (2016). Kahoot! it or not?: Can games be motivating in learning grammar? Teaching English with Technology, 16(3), 17-36.
67. Zhu, J., & Liu, W. (2020). A tale of two databases: The use of Web of Science and Scopus in academic papers. Scientometrics, 123(1), 321–335. https://doi.org/10.1007/s11192-020-03387-8
68. Zhyhadlo, O. Y. (2022). Application of digital game-based tools for formative assessment at foreign language lessons. Information Technologies and Learning Tools, 87(1), 139-150. https://doi.org/10.33407/itlt.v87i1.4703
69. Zin, N. A. M., Jaafar, A., & Yue W. S. (2009). Digital game-based learning (DGBL) model and development methodology for teaching history. WSEAS Transactions on Computers 8(2), 322-333.
70. Zou, D., Huang, Y., & Xie, H. (2021). Digital game-based vocabulary learning: where are we and where are we going? Computer Assisted Language Learning, 34(5-6), 751-777. https://doi.org/10.1080/09588221.2019.1640745