Most digital educational games have been developed to facilitate second/foreign language learners’ vocabulary acquisition (Hung, Yang, Hwang, Chu, & Wang, 2018; Tsai & Tsai, 2018). Few has been found to improve students’ grammatical competence. A digital game which served as a virtual business context in which learners acted as an entrepreneur to conduct interviews with applicants by using English articles (Wadelton, 2009) was adopted in the current study. This study aims to examine whether student writers could improve their article accuracy during the digital gameplay in comparison with the cloze exercise and the cloze exercise along with corrections. They were divided into three groups including the digital educational game group, the cloze exercise along with corrections group and the cloze exercise group. The immediate posttest results showed that students who did cloze exercises and received error corrections on article errors made more significant improvements than those who played the digital game and those who did the cloze exercises. The delayed posttest results indicated that not only students who did cloze exercises and received error corrections on article errors but also those who played the digital game made more significant improvements than those who did cloze exercises. Pedagogical practices that implement interactive software that provides on-line focused feedback of grammatical error types will be provided for English instructors.
Chian-Wen Kao, Chihlee University of Technology, Taiwan
Yu-Ting Hong, Chihlee University of Technology, Taiwan
Si-Yi Chen, Chihlee University of Technology, Taiwan
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
The full paper is not available for this title
Comments & FeedbackPlace a comment using your LinkedIn profile
Share this Research