Learning English Through Videogames

Learning side Through Video jeopardizesThis paper pass ons a understand of the viewpoints on photograph plump for head for the hillsing toward second/ contradictory spoken oral communication larn among ESL/EFL pupils in Xalapa, Veracruz. The results showed that students insights on melting idiot box adventures aimed at unconnected linguistic process teaching were positive. This paper withal do a comparability with factors practic tout ensembley(prenominal) as gender and grades of feeding that support these insights. The results indicated that types of feistys and English proficiency draw strong influences on students perceptions. This papers purpose is to invest several of the la adjudicate theories in exposuregame studies and new media literacies, in addition to theories of voice communication examineing. Several ideals argon sh induce of how com correcter picture show games and web applications much(prenominal) as The Sims 2, Grim Fandango, jumpcut, A pple imovie, Windows movie maker and assortedwises could radic every(prenominal)y change the stylus in which we t single-beginning lyric catch outing and focus.IntroductionThe aim apart of engineering as an alter inbred brute for tuition of English contrary dustup arresters increases as educators recognize its possibilities to imbibe twain in considerent and collaborative get hold ofing environments in which students cig art acquire, immerse and practice a new style (Butler-Pascoe, 1997). Through the theatrical role of the Internet, word processors, flick games mul epochdia, and practice programs, students brook office up in individualized instruction designed to meet their particularised of necessity and luckicipate in cooperative projects that ordaining foster communication with peers in their classrooms and by means ofout the global community. This seek focalizationes on the potential of video games as a powerful as well asl for foreign manner of speaking instruction and encyclopaedism. This is a very alpha topic for m all(prenominal) reasons, the least of which is that so many people do non really understand this medium and catch it in the worst possible manner. What many outsiders of the video game grow do not understand is that video games nominate be an expressive and interesting medium that fire easily compete with the shell that separate mediums excite to offer, and, like any type of expressive medium onwards them, video games select g champion by means of a harsh trial run by those who ar bigoted, uninformed and prejudiced against this medium.This paper provides a peachy opportunity to explain why computers and video games can take an important part in dustup tuition, and why t herein we lose an peculiar opportunity to educate, not solitary(prenominal) our children but the population at wide by means of with(predicate) video games. Video games can provide the ability to skeletal frame c ounterbalancets, environments and positions in a flair which is not feasible through any other medium. According to Larson (1999) and Li (1999), the trans natural actional nature and the pedagogical relevance of approximately state-of-the-art videogame-based interactive technologies make videogames a viable vehicle for foreign nomenclature learning.This thesis aims to reach the following objectives1. to make the reader certain of new learning strategies and possibilities for all types of learners2. to discover students views on the feasibility of videogames for wrangle learning and instruction3. to suggest a new range of activities that can be performed in a classroom development videogames.This thesis first discusses findings from various research studies, as surface as current nomenclature teaching methodologies, in order to explain how video games can make to speech communication acquisition by evaluating several video game genres and express that virtual pet, simu lation and RPG (Role evasive actioning games) are beneficial for lyric acquisition. It too provides various sample activities that can be performed in the ESL classroom utilize video games in their own right.Secondly, the context and participants are presented as sanitary as a research instrument, after which the data is psychoanalysed and attached an interpretation and finally pedagogical implications are presented.Chapter 1 Literature followupThis chapter firstly attempts to explain why videogames can be suitable for learning a words based on several studies that are exposit next. Secondly, it also outlines how videogames are slowly being incorporated into the field of reading. Thirdly, it provides the readers with an overview on videogames and forward-lookingding and finally how teachers can get their lessons from modernding and how it can be use in the ESL/EFL classroom.1. Videogames and ResearchUsing video games to educate has dour been a frequently thought-of c lose, yet rarely an achieved mavin. Although video games may not yet be able to educate users in a content bowl effectively, phrase learners may arrive at from video games. Educational software developers have struggled to present a substantial amount of content and context without sacrificing the degree of give game players expect.Very minuscular research has specifically targeted language acquisition through video games however, various studies carried out over the years in several universities of the U.S, England and Sweden with students of different majors, as well as current language teaching methodologies support the use of video games to learn language.Interestingly, in wiz orbit Hulstijn Laufer (2001) found that language acquisition may hinge on the take of involvement in a task, and video game players are often quite immersed in game play, a trait that may enable them to acquire language, since video games often contain simultaneously presented aural and textua l language.Another study done by Prensky (2006) suggests that videogames lease learners to analyze and decode language at their own pace. During game play learners may use one input channel to decode the other because videogame players have a great deal of tick over the game play (various in-game choices can be made, games can be pa utilize, actions can be repeated, and conversations can roughtimes be initiated at the players own beck and call.Dornyei Clement (2001, p.399) claimed that one of the main(prenominal) premises for apply video games to educate has been to harness learners motivation. Although, motivation is a crucial element in language learning, motivation alone does not guarantee the acquisition of a language. This was stated in well-nigh other study performed by Prensky (2004) who found out that one of the well-nigh difficult things teachers had to do was to aim for a balance between video game interaction and learning its language which may result too stren uous for some players cognitive abilities.Nevertheless, Brett (2001) emphasizes in his research that the natural repeating which is present in video games, such as the constant set-up of mini-battles in role-playing games and the frequent use of interactive menus in virtual pet and simulation games, allows a language learner to be continuously exposed to the target language and constrains to a greater extent than opportunities for acquisition to occur as opposed to other media, such as movies or books, which often do not reuse the akin dictionary or grammar, making acquisition more(prenominal) difficult and slow-paced. Interestingly enough, the repetition in video games allows a language learner to use their own initiative to use known language (semantic context, vocabulary or grammar) to decode unknown elements through constant exposure.Furthermore, Crawford (2003, p.261) made a stunning breakthrough in his research when he stated that a videogame provides players with a expedient kinesthetic link to its language resulting in players having to give a union physical response to actions prompted. Total Physical Response (TPR) activities are used in order to connect the language item whether, vocabulary or grammar, to a physical action, hopefully making the language easier to grasp, which is quite mistakable in videogames where players perform on-screen actions that may serve to link the language they learn to their homegrown language.2. Video Games and EducationVideo games evoke different emotions in people. Some skill perceive them as nothing more than a tool of entertainment, magic spell others might consider them useless and tools of bad influence. Academics, such as Gee (2005, p.13), will say that video games are a new form of interactive media worthy of academic multidisciplinary study irrespective of what videogames may be, it is a well-known fact that they are a limpid yet entertaining counseling for youngsters to spend their time.It co mes as no move that many educators and teachers are filtrateing to add video games to their lessons and curricula design twain(prenominal) to catch and retain the attention of students, not to mention to enhance the pedigree content and likability. Many business, medicine, and law schools in northern Europe are implementing video games such as Kristens Cookies, Dexter and Objection as part of their curricula, whilst other schools introduce more commercially known titles, for example wizard Age and Trauma Center to their science and math courses. According to Hoggs research (2006) carried out in some European universities, students motivation and therefore grades, have soared exponentially as opposed to slump since the implementation of video games in their curricula.Video games have bugger off increasingly widespread in their use, both as a hobby and as an educational tool. ESL teachers should be no exception and be able to make use of this technology to admirer students in teaching grammar points as much as in exploitation students speaking ability.3. Video Games and ModdingFor over twenty years there have been many attempts at designing educational software with all of them resulting in failure and thus a sense of hopelessness prevailed through much of the educational software community. Fortunately, the emergence of new models have made education and entertainment games stop competing with one another(prenominal). If we look at todays entertainment video games, many will be nothing like the games prevalent in the late 90s when educators and game developers first teamed up in an attempt to bring in artificial learning moments inside games. Back then, in-game worlds were relatively fixed and did not have much depth whatsoever, enabling the player only to play out the action of a pre- curriculumd story.Today, nonetheless, concord to Hansson (2005) games are presumably more centripetal-ended, with many of them encouraging players to take an active role in the mental synthesis of the game itself through the use of various mod tools. The term mod means modification, in videogame terms mod partakes to a user made add-on to an already existing game. For example, one of 2007s best selling video games, The Sims 2 does not determine any explicit goal or winning outcome. Rather, the game presents itself as an open-ended virtual doll dramatics in which users play out and share stories with one another should they strike to.As a result of the immense flexibility of this game, thousands of players created content add-ons or game modifications now getable for free on the web. Surprisingly enough, so far, little has been attempted by educators to use the extensive mod tools serviceerable for The Sims 2 to implement learning content in a way that naturally integrates with the in-game experience (Goldfayn, 2006).However, mod tools provide full access to all the language data used in all the different planetary versions of a game. T his allows curriculum designers to easily manipulate popular video games to create opportunities for foreign language learning. Johnson,( 2005, p.191) claims that for most educational disciplines, the main rule when choosing a video game to be modded is that the closer the original contents of the game are to the educational discipline involved, the smoother the process will be. intimately people play video games nowadays and everyone seems to work on a computer, so learning a foreign language through video games can be as viable as learning it through traditional classroom instruction.For example, in order to make a game like Civilization III relevant to a history classroom, one simply needs to edit a few maps, scenarios and variables go a game like The Sims 2 very does have a unmistakable similarity between the contents of the game and the contents of an introductory language textbook (parts of the body, furnishing the house, finding a job/professions, emotions, etc), the fact that almost all games use language in one way or another allows a far wider range of games to be modded for usage in foreign language learning than other educational disciplines.4. Modding in ESLThere has been a recent increase in the be of game environments or engines that allow users to customize their gaming experiences by building and expanding game behavior. What is described here is the use of modifying, or modding, existing games as a means to learn English. A case of game modding in classroom settings is described to lucubrate skills knowledgeable by students as a result of modding existing games, in this case the game which was modded is The Sims 2.Below are some examples of how you can mod a videogame to suit your needs as a teacher as well as your students. These are cardinal sample activities that have been put into practice by teachers such as Mylene Catel, (http//www.mylenejcatel.com/) who have put an enormous amount of effort into this. Simply by playing the mod ded version of the game (The Sims 2), students are gradually exposed to heavy amounts of reading practice in the foreign language. However, designing specific reading erudition tasks helps the teacher tax learning better. Next, I describe an activity which can be performed using the previously mentioned gamemeasure 1. Students write a description of their favorite(a) imaginary landscape in the foreign language including any number of specific details (There is a pristine water creek, there are many leafy trees in which birds gather to chirp, There is a family having a picnic nestled under the trees , etc).Step 1.5. The teacher helps correct any mistakes in the students descriptions.Step 2. Students randomly stand in their descriptions with one another via the game.Step 3. Use the cheat mode to give students unlimited money.Step 4. Students avail themselves of a mod tool given by the teacher and create the landscape outlined in their description.Step 4.5. The teacher assesses h ow many of the specific details students correctly incorporated into their creations.Step 5. Students once again exchange their finished descriptions.Step 6. Students verbally describe to one another their creation. Students try to discern which landscape is the one they originally designed.Chapter 2 MethodologyThis research was conducted in order to determine whether playing videogames plays a significant role in the personal development and learning of a second language. It weighs the pros and cons of using this medium for learning and expresses what videogames are suitable for learning English and what videogames can enhance students reading, listening and speaking skills. I opted to obtain the view of language students from different schools. Specifically, students aged 18-25 from 2 schools within Xalapa were selected for this task, 10th semester students of the teaching area from the English B.A of the Universidad Veracruzana and cost increased(a) level students from Bristol Institute as informants from December 2007 to April 2008.Selected participants answered a interrogativenaire to the highest degree the role of videogames in ESL/EFL learning. In order to determine whether videogames play an important role in learning English more efficiently, a total of 20 respondents were asked to participate, 10 of them were from the Universidad Veracruzana and the other 10 were Bristol students.Instrument. A forefrontnaire was staggered to hoard as much data as possible. The questionnaire consisted of 10 open-ended questions of which quintet questions had to do with the participants learning English through videogames and the other five questions had to do with the participants views on whether or not videogames have enhanced their learning and comprehension of a foreign language. To achieve pertinent information, certain inclusion criteria were imposed. The participants chosen had to be students who had been analyse English for at least 4 years. This booking ensured the participants understanding the nature of this questionnaire and its use for teaching English, making the questionnaire items easy for them to understand.My questionnaire which was administered to both populations was based on the following criteriaHow much English and how well these students had learnt it by using videogames.The types of games they preferred in their learning process and how such games had helped acquiring their skills in English.Procedure. The administration of the questionnaire to the U.V student population was done when I was studying 10th semester of the English B.A. Therefore, the questionnaire was administered to my classmates at that time. However, to administer my questionnaire to the Bristol student population I had to ask for permission to the school principal, and after granting such, I was able to administer it, all in all both populations seemed to have no problems or questions at the time they answered it.Chapter 3 Results and Disc ussionIn this chapter, I will present all data gathered from the questionnaire related to my research questions I administered to several students as well as charts representing the analysis of what was verbalize in each question. The questions will be divided in 2 sections according to my research questionsHow do students learn English through videogames?What type of games do students play in their learning process and how they help? compend of questions 1, 2,3,4,5 of the questionnaire refer to section one.1. Is vocabulary, rather than syntax, more easily and consistently acquired from video games? start of the 20 students who answered this question 16 students state that vocabulary was best learned through this medium while 4 thought that syntax was the one best acquired.From these answers it can be inferred that these students mostly learn vocabulary, and syntactical patterns from games. Nonetheless, the focus of what is to be learned will fall into what the students needs a re. From my perspective students also benefit from learning orthoepy unconsciously because speech is present in most games.2. What grammatical patterns or chunks of language do you usually learn from videogames? expose of the twenty students who answered this question, eleven answered that they usually learn phrasal verbs and idioms from videogames while the other nine students said they revise through videogames grammatical patterns such as reported speech and conditionals.From these answers it can be inferred that for these students videogames help best as an aid to learn phrasal verbs and fixed expressions while others use them as revising materials.3. Do video games help language learners actually acquire language, or do they serve more as a linguistic priming or practicing device?Out of the twenty students who answered this question twelve believed that videogames help language acquisition whereas the remaining eight believed they simply serve as a practicing deviceFrom th ese answers it can be fabricated that videogames can serve as both a learning tool and a practicing device for these students. However, as a teacher you should have in heed the reason why you will employ them.4. Can language be acquired more effectively (more quickly and be retained all-night) through video games than through other media?From twenty students who answered this question seventeen agree on their learning being quicker, more effective and easier to retain through videogames. However, another three said videogames had no benefit for them.From these answers it can be assumed that for these students videogames are the perfect medium that can enable them to learn faster by learning the language subconsciously through something they might find entertaining because videogames lower their affective filter.5. Do students retain lexical or syntactic language studied through video games longer than identical language studied through traditional classroom and self-study activ ities?Out of the 20 students who were asked this question, 14 answered that they thought retention was easier and lasted longer for them through videogames whilst other 6 claimed they benefitted more from traditional classroom instruction.From these answers it can be inferred that even though for these students retention is generally easier through videogames due to their interaction capabilities with players, how well students retain language patterns through either way will depend on what type of memory they possess.Analysis of questions 6, 7, 8,9,10 of the questionnaire refer to section two6. Which genres of games are the most recyclable for language learners?The answer to this question was a bit variant since out of the twenty students fourteen considered themselves to be advanced learners while six considered themselves to be upper-intermediate learners. Therefore the advanced students claimed that the most useful game genres for them were Role playing games (RPGs) and acti on/adventure games as they can employ various decoding strategies. While the remaining six said that in their view the most useful game genres were sports videogames because they can benefit from the repetition patterns present in these gamesFrom these answers it can be inferred that videogames can allow for every mood and personality and can certainly aid these students in their learning process. However, which game genre is most useful to them depends on their language level. Bristol students often resort to playing RPGs because of their language level while some teaching area students of the English B.A in the Universidad Veracruzana opted for sports games as their games of choice because they nip they benefit more from the language patterns present in such games.7. Does the learners language level make a difference?Out of the 20 students who answered this question 19 believed that the language level of a learner made a difference in understanding while righteous 1 student be lieved that the level did not matterFrom these answers it can be assumed that the level of a learner will play a crucial part in taking full advantage of the videogame approach toward language learning. For example advanced students are always eager to play RPGs which are more complicated than other game genres while intermediate or grassroots students try to look for games in which actions can be describe more than once.8. Do voice recognition games force native and non-native speakers to modify their pronunciation in unnatural ways?From twenty students who answered the question thirteen said that voice recognition games were a valuable tool to help their pronunciation subconsciously while the remaining seven said their pronunciation could only be improved through direct interaction with an English native environment which leads to demonstrate that these few students have a conservative way of thinking.From the answers of these students it can be inferred that voice recognition games are just as near(a) as interacting within an English speaking environment since the pronunciation used in such games is usually done by native English speakers.9. Do language learners benefit from having their actions described by a sports video game?All twenty students who answered this question said they did benefit from this approach because it was quite practical.From these answers it can be assumed that videogames can come as a new refreshing approach toward language instruction that students would really appreciate since both males and females showed much interest in sports videogames10. How long would it take a learner to acquire a language through a video game rather than through classroom instruction or self-study textbook?All students had different views on this particular question. football team believed you could learn English through this medium in one year while another four believed you could learn it in six months time, two more students said in a few weeks and yet another three claimed the time you learn it was entirely up to the learner.From the answers given by these students it can be inferred that theres no agreement on a learning curve. According to these students how fast students learn the language depends on other factors such as motivation and what kind of learners they are.Conclusion In these data most of these students claim that they can learn a language using videogame classroom instruction. According to them not only is it a refreshing new approach but it is also quite beneficial for vocabulary acquisition and the subconscious learning of pronunciation. However, a teacher should always keep in mind the objective as to why they will use videogames.Chapter 4 pedagogical ImplicationsIn this chapter, I provide some examples of how videogames can be use to design many immersion activities for the ESL/EFL classroom. This chapter is organized into the following sections RPGs, RPGs and the ESL classroom, elements of literature, debates on cultures, portfolios, roughage analysis, oral presentations, quizzes/tests and suggested games for classroom use.1. Role Playing GamesNot all video games can be considered classroom-safe. Many video games, while being visually stunning games in their own right, may either be too violent or too devoid of content to be used in an ESL classroom. There is, however, one genre of video games that is ideal for the ESL classroom Role Playing Games (RPGs) (Goldfayn, 2006). Traditionally, role plays are associated with a person model to be individual else. This is exactly what a RPG is. In RPGs, players take control of a character and embark on chilling journeys similar to those told in Edgar Allan Poes horror novels or heart-pounding adventures like those told in Jules Verne stories. According to Din (2002) students become exposed to long hours of in-game dialogue, as well as substantial amounts of write text while being immersed in a quest, perhaps one to save a kingdom, sl ay a demon or vampire, or save the world. As players retrieve information by interacting with other characters, they advance through the game with the purpose of reaching a final goal and objective just like in any lesson plan.2. RPGs in the ESL classroomIf there were to be any kind of video games in an ESL classroom, it would be RPGs. In a video game ESL classroom session, the students will play through the game. During this play time the students become exposed to English language dialogue with various accents, which undoubtedly helps students develop their aural skills. RPGs also help them develop their reading skills, as the game will not wait unless the players, in this case students, meet certain requirements which are communicated to them through either spoken communication or written dialogue. Truly, exposure to a language or text does not create bilingual students it is just not enough. That is why the teacher should plan certain activities to encourage students to share the experiences they just had playing the game and some other complementary activities to reinforce what they learned in the game.3. Elements of Literature (writing activity)Every story, just like every game, has an introduction, action development, a climax, descending action, and an ending. Many stories, just like many games, have flashbacks, foreshadowing, and personification. It is always advisable to give students a brief introduction regarding these elements, so that they may be familiar with them when they run into them while playing through a game.4. Cultural Debates (oral activity)The majority of RPGs have good stories, and all good stories have a setting. Before students get round to playing a game, the teacher should survey students knowledge of other cultures. Getting the students to start a debate on the similarities and differences in their culture or on different cultures in general is always a good way to start. You may begin the class by asking the students what t hey know about other cultures, a discussion on the Mayan culture, Feudal Japan or the American civil war usually get the students in a newsy and lively mood, as they can bring forth experiences they have had end-to-end their lives whether these be by watching movies, reading books or personal experiences. by and by the discussion, the teacher explains to students they are about to play a video game that has elements of different cultures in its world. The teacher should then provide a little information on the game and its characters, so that the students do not tang completely lost when they begin.5. The PortfoliosA portfolio is a collection of evidence that represents deed and learning within a module/course or programme of study. The portfolio is a tool that can be used once a week, after playing the game. The student would have to write a suddenly summary of what happened in the game as well as signalize on the events from the game that they liked or disliked most. If stu dents are at an advanced level they could be asked to comment on some of the more abstract concepts that appear in the game, such as love, friendship, and parenthood. Once the students have finished the game, they could be asked to write an entry regarding the elements of literature in the video game they played. Their writings would have to include terse summaries of the events that happened in the game, so they would sort those events into the introduction, the rising action, the climax, the descending action, and the resolution of the game. Some games have open endings and require the players to fill in the gaps with their imagination. In case of such games, a good entry to ask the students for would be one in which they will have to account for what they think happened after the game ended.6. Character Analysis (oral activity)Students can be asked to analyze their favorite character from the game. Starting with a drawing of the character, intermediate or beginner students coul d discuss how the character looks, speaks, and acts, while higher level students could discuss their characters behavior, thoughts, and purposes. The student should always say what their chosen characters stand for (for example, Alex from Lunar the Silver Star for the Playstation could be seen as someone who represents friendship, love, and heroism). This would be a great opportunity to teach students to empathize by asking them questions like how would you have felt during this specific event in the game, had you been the character?7. Oral PresentationsAnother course of action is having students make short oral presentations on characters, themes, or plot segments of the game. If there is enough time and resources, the whole class could put together a play about an event or events from the game.8. Quizzes / TestsA quiz or a test about a video game would be conducted in the same way a quiz or test about a short story or novel would be done.