The objectives of this paper are (a) to argue for the benefits of immersive virtual environments to enhance language use and communication in ESL/EFL classrooms using theories of second language acquisition (SLA); namely, sociocultural SLA (Vygotsky, 1978) and psycholinguistic SLA (Long, 1985), and the theory of situated learning (Greeno, Collins & Resnick , 1996); (b) to introduce the Game Network Analysis (GaNA) (Foster, Shah, & Duvall, 2015) framework for facilitating language use and communication in ESL/EFL classrooms through game-based learning. GaNA is combination of frameworks that allow teachers to implement game-based learning for achieving specific curricular goals through a systematic approach that involves game analysis, game integration, and consideration for conditions within the teachers’ context that would impact the success of facilitating learning with games. This presentation is relevant and timely. Specifically, researchers and educational advocates have already recognized the positive impact of video games on language learning (Chen, 2009; Peterson, 2010; Zheng, 2006). However, despite the potential benefits of using games for language learning, there is still limited research on the specific pedagogical approaches used to incorporate game-based learning into the regular course curriculum (Young et al., 2012). The presentation will include the application of GaNA in a sample lesson plan focusing on the incorporation of a specific video game to teach new vocabulary and improve learners' communicative skills. We will conclude with recommendations for EFL researchers and educators who are interested in using game-based learning in ESL/EFL classrooms.
Tamara Galoyan, Drexel University, United States
Mamta Shah, Drexel University, United States
Aroutis Foster, Drexel University, United States
Stream: Gaming and Simulation
This paper is part of the IICLLHawaii2017 Conference Proceedings (View)
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