Different Reasons to Play Games in an English Language Class

English language students at the Universidad Nacional de Educacion (UNAE) in Ecuador tend to have various learning styles and have a hard time being motivated to not only learn, but also remember the correct form of English language being taught in the classroom. It is mandatory for these students t...

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Autor: Sevy- Biloon, Julia Raina Fetima
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2019
País:Ecuador
Institución:Universidad Nacional de Educación
Repositorio:Repositorio Universidad Nacional de Educación
OAI Identifier:oai:repositorio.unae.edu.ec:56000/973
Acceso en línea:http://repositorio.unae.edu.ec/handle/56000/973
Access Level:acceso abierto
Palabra clave:Educational games
Efl students
Language skills
Learning styles
Intrinsic motivation
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spelling Different Reasons to Play Games in an English Language ClassSevy- Biloon, Julia Raina FetimaEducational gamesEfl studentsLanguage skillsLearning stylesIntrinsic motivationEnglish language students at the Universidad Nacional de Educacion (UNAE) in Ecuador tend to have various learning styles and have a hard time being motivated to not only learn, but also remember the correct form of English language being taught in the classroom. It is mandatory for these students to learn English; therefore many do not have intrinsic reasons for wanting to study English. This study focused on a group of 30 fourth semester beginner EFL university students studying to be elementary school teachers. Through the research conducted, the author investigated how game play in the classroom could intrinsically motivate, promote different learning styles and advance English language learning when students do not have an initial want or understanding of the need to learn the language other than the fact that it is a mandatory subject in their university. Games were used throughout the course to reinforce grammar and vocabulary, promote multiple skill learning while using diverse teaching styles to create an environment, which independently motivated the pupils of the class to not only want to learn, but also to internalize the language. Students were given various questionnaires, an online quiz and assessment materials to assist the teacher in finding the results for the study. Through the findings of the study these tools produced results that demonstrated the importance of games as a strategy to use in a language class, with college age students in UNAE. Games helped students increase their speaking, reading, writing and listening skills and at the same time increased their motivation to want and appreciate learning English. They were a specifically useful strategy with this group, because it also aided in authentic learning and made fundamental English language learning more enjoyable.AzoguesUniversidad Nacional de Educación2019-06-27T16:36:57Z2019-06-27T16:36:57Z2019info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://repositorio.unae.edu.ec/handle/56000/973eninfo:eu-repo/semantics/openAccessreponame:Repositorio Universidad Nacional de Educacióninstname:Universidad Nacional de Educacióninstacron:UNAE2022-07-26T20:01:50Zoai:repositorio.unae.edu.ec:56000/973Institucionalhttp://repositorio.unae.edu.ec/Universidad públicahttps://unae.edu.ec/inicio/http://repositorio.unae.edu.ec/oai.Ecuador...opendoar:41852022-07-26T20:01:50Repositorio Universidad Nacional de Educación - Universidad Nacional de Educaciónfalse
dc.title.none.fl_str_mv Different Reasons to Play Games in an English Language Class
title Different Reasons to Play Games in an English Language Class
spellingShingle Different Reasons to Play Games in an English Language Class
Sevy- Biloon, Julia Raina Fetima
Educational games
Efl students
Language skills
Learning styles
Intrinsic motivation
title_short Different Reasons to Play Games in an English Language Class
title_full Different Reasons to Play Games in an English Language Class
title_fullStr Different Reasons to Play Games in an English Language Class
title_full_unstemmed Different Reasons to Play Games in an English Language Class
title_sort Different Reasons to Play Games in an English Language Class
dc.creator.none.fl_str_mv Sevy- Biloon, Julia Raina Fetima
author Sevy- Biloon, Julia Raina Fetima
author_facet Sevy- Biloon, Julia Raina Fetima
author_role author
dc.subject.none.fl_str_mv Educational games
Efl students
Language skills
Learning styles
Intrinsic motivation
topic Educational games
Efl students
Language skills
Learning styles
Intrinsic motivation
description English language students at the Universidad Nacional de Educacion (UNAE) in Ecuador tend to have various learning styles and have a hard time being motivated to not only learn, but also remember the correct form of English language being taught in the classroom. It is mandatory for these students to learn English; therefore many do not have intrinsic reasons for wanting to study English. This study focused on a group of 30 fourth semester beginner EFL university students studying to be elementary school teachers. Through the research conducted, the author investigated how game play in the classroom could intrinsically motivate, promote different learning styles and advance English language learning when students do not have an initial want or understanding of the need to learn the language other than the fact that it is a mandatory subject in their university. Games were used throughout the course to reinforce grammar and vocabulary, promote multiple skill learning while using diverse teaching styles to create an environment, which independently motivated the pupils of the class to not only want to learn, but also to internalize the language. Students were given various questionnaires, an online quiz and assessment materials to assist the teacher in finding the results for the study. Through the findings of the study these tools produced results that demonstrated the importance of games as a strategy to use in a language class, with college age students in UNAE. Games helped students increase their speaking, reading, writing and listening skills and at the same time increased their motivation to want and appreciate learning English. They were a specifically useful strategy with this group, because it also aided in authentic learning and made fundamental English language learning more enjoyable.
publishDate 2019
dc.date.none.fl_str_mv 2019-06-27T16:36:57Z
2019-06-27T16:36:57Z
2019
dc.type.none.fl_str_mv info:eu-repo/semantics/publishedVersion
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url http://repositorio.unae.edu.ec/handle/56000/973
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dc.publisher.none.fl_str_mv Universidad Nacional de Educación
publisher.none.fl_str_mv Universidad Nacional de Educación
dc.source.none.fl_str_mv reponame:Repositorio Universidad Nacional de Educación
instname:Universidad Nacional de Educación
instacron:UNAE
instname_str Universidad Nacional de Educación
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reponame_str Repositorio Universidad Nacional de Educación
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