Classroom intervention for integrating simulation games into language classrooms: An exploratory study with the SIMs 4

Judy Qiao Wang*

*この研究の対応する著者

研究成果: Article査読

5 被引用数 (Scopus)

抄録

This study explored three forms of classroom intervention: teacher instruction, peer interaction and in-class activities, for the purpose of integrating simulation games into a vocabulary-focused English classroom. The aim was to establish which intervention is most effective, as well as what improvements should be made for future application. The study took the form of a controlled experiment and evaluation of the interventions was based on concurrently collected quantitative and qualitative data. The researcher concluded that while quantitative data failed to confirm any statistical significance between the two groups, qualitative data suggested two forms of intervention, teacher instruction and in-class activities, were effective. Peer interaction, however, did little to promote vocabulary acquisition. The researcher proposes implementing more diversified in-class activities and game quests relating to curriculum goals in existing classroom interventions. The discussion concludes by highlighting promising areas for future research.

本文言語English
ページ(範囲)101-127
ページ数27
ジャーナルCALL-EJ
20
2
出版ステータスPublished - 2019
外部発表はい

ASJC Scopus subject areas

  • 言語および言語学
  • 言語学および言語
  • コンピュータ サイエンスの応用

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