Going Home: experiencia de un videojuego formativo para la enseñanza-aprendizaje de inglés como lengua extranjera
[EN]]The teaching and learning of foreign languages face various challenges, including foreign language anxiety (FLA). Educational games are increasingly gaining traction in the educational field as they can help reduce anxiety and boost motivation. This research aims to present the design, imple- m...
| Autores: | , , |
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| Tipo de recurso: | capítulo de libro |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | Universidad de Salamanca (USAL) |
| Repositorio: | GREDOS. Repositorio Institucional de la Universidad de Salamanca |
| OAI Identifier: | oai:gredos.usal.es:10366/167196 |
| Acceso en línea: | http://hdl.handle.net/10366/167196 |
| Access Level: | acceso abierto |
| Palabra clave: | Serious games Gamification Game-based learning TEFL 5801.01 Medios Audiovisuales 5801.07 Métodos Pedagógicos 5801.03 Desarrollo del Programa de Estudios 5802.04 Niveles y Temas de Educación |
| Sumario: | [EN]]The teaching and learning of foreign languages face various challenges, including foreign language anxiety (FLA). Educational games are increasingly gaining traction in the educational field as they can help reduce anxiety and boost motivation. This research aims to present the design, imple- mentation, and evaluation of a game for teaching English as a foreign language. The study introduces the design of a serious game for English language learning, incorporating pedagogical resources and activities applicable both inside and outside the classroom. The game focuses on reinforcing and practis- ing linguistic skills such as listening and reading comprehension through a narrative that offers diverse question formats. The game was designed for practising phrasal verbs in context, and it is aligned with the Common European Framework of Reference for Languages (CEFR) at the B2 initial level. The re- search was conducted with students from the Faculty of Education at the University of Salamanca. Data collected include students’ perspectives on the use of gamified resources and game-based learning. An evaluative study of the implemented resource was carried out in three different contexts, with data ana- lysed using a mixed-method triangulation technique combining quantitative and qualitative data to val- idate results. Results indicate positive contributions of serious games in foreign language teaching and learning. However, there are opportunities to further incorporate oral and written production practice. |
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