A descriptive analysis of digital game-based foreign language education
Article Sidebar
Main Article Content
Abstract
Digital games are increasingly being used for foreign language learning; a trend that has grown popular recently. This research dives deeply into this topic, assessing different skill areas targeted by these digital games, and how they are utilized in various settings worldwide - educational and otherwise. The research takes into account studies carried out between 2010 and 2021. The study's methodology is rooted in qualitative research, specifically the embedded theory design, and the gathered data is interpreted through a descriptive analysis approach. Out of an initial pool of 145 academic studies reviewed, 57 met the necessary criteria for inclusion, such as quality of data, sample size, year of publication, gender balance, and content relevance. The analyzed data is then expressed in terms of frequency and percentages for simplicity and easier understanding. The findings show that studies focusing on the use of digital games for foreign language learning have multiplied in recent years. However, a large proportion of these studies are heavily focused on vocabulary acquisition. This led to the suggestion that future work in this area should broaden its scope to include other important language skills like reading, writing, and listening, in addition to vocabulary.
Metrics
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Acquah, E. O., & Katz, H. T. (2020). Digital game-based L2 learning outcomes for primary through high-school students: A systematic literature review. Computers & Education, 143, 103667. https://doi.org/10.1016/j.compedu.2019.103667
Allen, L. K., Crossley, S. A., Snow, E. L., & McNamara, D. S. (2014). L2 writing practice: Game Enjoyment as a key to engagement. Language Learning & Technology, 18(2), 124-150.
Anastasiadis, T., Lampropoulos, G., & Siakas, K. (2018). Digital game-based learning and serious games in education. International Journal of Advances in Scientific Research and Engineering, 4(12), 139-144. https://doi.org/10.31695/IJASRE.2018.33016
Benson, P., & Chik, A. (2011). Towards a more naturalistic call: video gaming and language learning. International Journal of Computer-Assisted Language Learning and Teaching, 1(3),1-13. https://doi.org/10.4018/ijcallt.2011070101
Bowen, G. A. (2008). Naturalistic inquiry and the saturation concept: a research note. Qualitative Research, 8(1), 137-152. https://doi.org/10.1177/1468794107085301
Bozkurt, A., Akgun-Ozbek, E., Yilmazel, S., Erdogdu, E., Ucar, H., Guler, E., & Dincer, G. D. (2015). Trends in distance education research: A content analysis of journals. International Review of Research in Open and Distance Learning, 16(1), 330-363. https://doi.org/10.19173/irrodl.v16i1.1953
Cornillie, F., Thorne, S. L., & Desmet, P. (2012). ReCALL special issue: Digital games for language learning: Challenges and opportunities: Editorial Digital games for language learning: From hype to insight? ReCALL Journal], 24(3), 243-256. https://doi.org/10.1017/S0958344012000134
Cornillie, F., Van Den Noortgate, W., Van den Branden, K., & Desmet, P. (2017). Examining focused L2 practice: From in vitro to in vivo. Language Learning & Technology, 21(1), 121-145.
Ebrahimzadeh, M. (2017). Readers, players, and watchers: EFL students’ vocabulary acquisition through Digital Video Games. English Language Teaching, 10(2), 1-18. https://doi.org/10.5539/elt.v10n2p1
Gee, J. P. (2007). What video games have to teach us about learning and literacy (2nd ed.). Palgrave Macmillan.
Hamizul M. & Rahimi N. M. (2015). Design and development of Arabic online games: A conceptual paper. Procedia- Social and Behavioral Sciences, 174(1), 1428-1433. https://doi.org/10.1016/j.sbspro.2015.01.771
Hubbard, P. (1991). Evaluating computer games for language learning. Simulation and Gaming, 22(2), 220-223. https://doi.org/10.1177/1046878191222006
Hwang, W., Shih, T. K., Ma, Z., Shadiev, R., & Chen, S. (2016). Evaluating listening and speaking skills in a mobile game-based learning environment with situational contexts. Computer Assisted Language Learning, 29(4), 639-657. https://doi.org/10.1080/09588221.2015.1016438
Jalali, S., & Dousti, M. (2012). Vocabulary and grammar gain through computer educational games. GEMA Online® Journal of Language Studies, 12(4), 1077-1088.
Jensen, S. H. (2017). Gaming as an English language learning resource among young children in Denmark. CALICO Journal, 34(1), 1-19. https://doi.org/10.1558/cj.29519
Kazu, İ. Y., & Issaku, Y. (2020). English language teaching students’ perceptions on the concept of flipped classroom in teaching English: a metaphoric study. Elektronik Eğitim Bilimleri Dergisi, 9(17), 72-88.
Kazu, İ. Y., & Kurtoğlu, C. (2022). An investigation of secondary school teachers’ flipped classroom readiness. South African Journal of Education, 42(1), 1-11. https://doi.org/10.15700/saje.v42n1a2020
Kazu, İ. Y., & Kuvvetli, M. (2021). Students’ metaphorical perceptions on the concept of digital game-based education. Virtually Hosted, Florida, USA.
Kessler G. (2018). Technology and future of language teaching. Foreign Language Annals, 51(1), 205-218. https://doi.org/10.1111/flan.12318
Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. The Internet and Higher Education, 8(1), 13-24. https://doi.org/10.1016/j.iheduc.2004.12.001
Klimova, B., & Kacet, J. (2017). Efficacy of computer games on language learning. Turkish Online Journal of Educational Technology-TOJET, 16(4), 19-26.
Kohnke, L. (2021). GoSoapBox – Encourage participation and interaction in the language classroom. RELC Journal, 52(3), 648-650. https://doi.org/10.1177/0033688219872570
Kohnke, L., & Moorhouse, B. L. (2021). Using kahoot! To gamify learning in the language classroom. RELC Journal, 53(3), 769-775. https://doi.org/10.1177/00336882211040270
Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Pergamon.
Krippendorff, K. (1980). Content analysis: An Introduction to its Methodology (3rd ed.). Sage.
Lameras, P., Arnab, S., Dunwell, I., Stewart, C., Clarke, S., & Petridis, P. (2017). Essential features of serious games design in higher education: Linking learning attributes to game mechanics. British Journal of Educational Technology, 48(4), 972-994. https://doi.org/10.1111/bjet.12467
Licorish, S. A., Owen, H. E., Daniel, B., & George, J. L. (2018). Students’ perception of Kahoot!’s influence on teaching and learning. Research and Practice in Technology Enhanced Learning, 13(1), 1-23. https://doi.org/10.1186/s41039-018-0078-8
Lucht, M., & Heidig, S. (2013). Applying HOPSCOTCH as an exer-learning game in English lessons: two exploratory studies. Educational Technology Research and Development, 61(5), 767-792. https://doi.org/10.1007/s11423-013-9308-3
McGonigal, J. (2013). Reality is Broken: Why games make us better and how they can change the world. The Penguin Group.
Mehrpour, S., & Ghayour, M. (2017). The effect of educational computerized games on learning English spelling among Iranian children. The Reading Matrix: An International Online Journal, 17(2), 165-178.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
Moorhouse, B. L. & Kohnke, L. (2020). Using mentimeter to elicit student responses in the eap/esp classroom. RELC Journal, 51(1), 198-204. https://doi.org/10.1177%2F0033688219890350.
Mustika M., Sari M. L., Kao C. & Heh J. (2014). Digital BINGO game as a dynamic assessment in a reading instruction for learning Indonesian as a foreign language: A system architecture. IEEE 14th International Conference on Advanced Learning Technologies, Atina. https://doi.org/10.1109/ICALT.2014.233.
Nadolny L., Valai A., Cherrez J. N., Elrick D., Lovett, A., & Nowatzke M. (2020). Examining the characteristics of game-based learning: A content analysis and design framework. Computers & Education, 156(1), 103936 https://doi.org/10.1016/j.compedu.2020.103936
Neuendorf, K. A. (2017). The content analysis guidebook (2nd ed.). Sage.
Pavlenko, A., & Lantolf, J. P. (2000). Second language learning as participation and the (Re)construction of selves. In J. P. Lantolf (Ed.), Sociocultural theory & second language learning (pp.155-177). Oxford University Press.
Peterson, M. (2012). Efl learner collaborative interaction in Second Life. ReCALL, 24(1), 20-39. https://doi.org/10.1017/S0958344011000279
Peterson, M. (2013). Computer games and language learning. Palgrave Macmillan.
Phillips, M. (1987). Potential paradigms and possible problems for call. System, 15(1), 275-287. https://doi.org/10.1016/0346-251X(87)90002-9
Poole, F. J., & Clarke-Midura, J. (2020). A systematic review of digital games in second language learning studies. International Journal of
Game-Based Learning (IJGBL), 10(3), 1-15. https://doi.org/10.4018/IJGBL.2020070101
Reinders, H. (Ed.). (2012). Digital games in language learning and teaching. Palgrave Macmillan.
Reinders, H., & Wattana, S. (2012). Talk to me! Games and students’ willingness to communicate. In H. Reinders (Ed.), Digital games in language learning and teaching (pp. 156-188). Palgrave Macmillan.
Reinhardt, J., & Sykes, J. (2012). Conceptualizing digital game-mediated L2 learning and pedagogy: Game-enhanced and game-based research and practice. In H. Reinders (Ed.), Digital games in language learning and teaching (pp. 32-39). Palgrave Macmillan.
Roslina İ., & Azizah J. (2008). Web-based educational games as a learning tool: Issues and challenges on design and development perspective in Malaysia. (pp. 421-432). Proceeding in the 4th International Conference on University Learning and Teaching, Malaysia.
Shih, M., Feng, J., & Tsai, C. C. (2008). Research and trends in the field of e-learning from 2001 to 2005: A content analysis of cognitive studies in selected journals. Computers & Education, 51(2), 955-967. https://doi.org/10.1016/j.compedu.2007.10.004
Squire, K. D. (2009). Mobile media learning: multiplicities of place. Horizon, 17(1), 70-80. https://doi.org/10.1108/10748120910936162
Sykes J. M. (2017). Digital games and language teaching and learning. ACTFL, 51(1), 219-224. https://doi.org/10.1111/flan.12325
Sykes, J.M., & Reinhardt, J. (2012). Language at play: Digital game-mediated foreign language teaching and learning. Pearson.
Sykes, J., Oskoz, A., & Thorne, S. L. (2008). Web 2.0, synthetic immersive environments, and the future of language education. CALICO Journal, 25(1), 528-546. https://doi.org/10.1558/cj.v25i3.528-546
Tang, S., Hanneghan, M., & El Rhalibi, A. (2009). Introduction to games-based learning. In T. Connolly, M. Stansfield, & L. Boyle (Eds.), Games-based learning advancements for multi-sensory human computer interfaces: Techniques and effective practices (pp. 1-17). IGI Global. https://doi.org/10.4018/978-1-60566-360-9.ch001
Wang AI. & Tahir R. (2020). The effect of using Kahoot! For learning – A literature review. Computers & Education, 149(1), 1-22. https://doi.org/10.1016/j.compedu.2020.103818
Yang, Y. F., Goh, A. P., Hong, Y. C., & Chen, N. S. (2021). Primary school students’ foreign language anxiety in collaborative and individual digital game-based learning. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2021.2008979
Zawacki-Richter, O., & Latchem, C. (2018). Exploring four decades of research in Computers & Education. Computers & Education, 122(1), 136-152. https://doi.org/10.1016/j.compedu.2018.04.001
Zeiss, E., & Isabelli-García, C. L. (2005). The role of asynchronous computer mediated communication on enhancing cultural awareness. Computer Assisted Language Learning, 18(3), 151-169. https://doi.org/10.1080/09588220500173310