Counseling Group and Games Education in Developing English Language for Students’ Elementary School

The Article analyzed Counseling Group and Games Education in Developing English Language for Students in elementary school. The researcher used the steps for a  literature review to obtain scientific evidence (Snyder, 2019; Peters et al., 2020), that is, of counseling groups and games education in developing the English language for students in elementary school. Hence, the researchers have visited several scientific publications on several applications, for instance, Eric Publications, Google Book, Taylor, and France,  and many others. In comparison, the review process involves several stages. First, giving coded the data,   evaluated and looked for relevance, and interpreted it in depth to conclude if the findings were relevant in answering valid questions. Based on the review, many kinds of publications showed that Innovative games could be in the form of educational games. Educational games are created using computer technology by taking into account the peculiarities, language development, and theories of acquiring children's language so that children are not easily bored in recognizing or learning English vocabulary. Therefore, English educational games can be used to develop English vocabulary

Learning Theories in Instructional Multimedia for English Learning

Learning theory is the concept of human learning. This concept is one of the important components in instructional for learning, especially English learning. English subject becomes one of important subjects for students but learning English needs specific strategy since it is not our vernacular. Considering human learning process in English learning is expected to increase students' motivation to understand English better. Nowadays, the application of learning theories in English learning has appeared in several learning methods and media. One of popular media today is instructional multimedia by using computer. There are many educators who design English material in certain computer software or games. It is still possible to apply learning theories in instructional multimedia program since multimedia provides complete learning by using text, picture, sound, video and animation. Multimedia program can adapt students' differences in learning. It is a good potential of collaborating learning process and technology to learn English better. The program will help students to master the whole English language competence (listening, speaking, reading and writing). This paper will discuss the types of learning theory that can be used in instructional multimedia to learn English. This paper also provides several examples of instructional multimedia product that contain learning theories application

The influence of computer games on English language knowledge

Navzdory skutečnosti, že počítačové hry stále nabývají na popularitě, postoj většiny vůči počítačovým hrám je stále převážně negativní. Cílem této bakalářské práce je demonstrovat fakt, že hraní počítačových her může být prospěšné při osvojování cizího jazyka. Tato bakalářská práce se skládá ze tří kapitol, ve kterých je probírán aktuální postoj k anglickému jazyku v dnešním světě, osvojení cizího jazyka a vliv počítačových her na znalost anglického jazyka. Empirická část této bakalářské práce se zaměřuje na analýzu průzkumu, který byl tvořen formou dotazníku.Despite the fact that computer games continue to gain in popularity, attitude of majority towards computer games is still rather negative. The aim of this bachelor’s thesis is to demonstrate that playing computer games can be beneficial while learning a second language. This bachelor’s thesis consists of three chapters in which is dealt with the current state of the English language, acquisition and learning of a second language, and influence of computer games on the English language knowledge. The empirical part of this bachelor’s thesis is devoted to the analysis of a survey in the form of a questionnaire.

Effects Of A Computer Game On Mathematics Achievement And Class Motivation: An Experimental Study

In the last few years educational computer games have gained attention as a tool for facilitating learning in different sectors of society including but not limited to military, health, and education. However, advances in computer game technology continue to outpace research on its effectiveness. Few empirical studies have investigated the effects of educational games in the context of formal K-12 settings. The purpose of this study was to examine the effects of a series of mathematics computer games on mathematics achievement and motivation of high school students. In addition, the role of prior mathematics knowledge, computer skill, and English language skill of the participants on their mathematics achievement and motivation when they played the games were investigated. A total of 193 students and 10 teachers from an urban high school in the southeast of the United States of the America participated in this study. The teachers were randomly assigned to treatment and control groups. Students\u27 mathematics achievement was measured using school district benchmark exams and a game performance test generated by the developers of the mathematics games. A mathematics motivation questionnaire based on Keller\u27s (1987a) ARCS model of motivational design measured students\u27 mathematics motivation. Multivariate Analysis of Co-Variance (MANCOVA) was conducted to analyze the data. In addition, interviews were conducted to cross validate the results of the quantitative data. The MANCOVA results indicated significant improvement of the mathematics achievement of the experimental versus control group. No significant improvement was found in the motivation of the experimental versus control group. However, a significant improvement was found on the motivation scores of the students who played the games in their school lab and classrooms compared to the ones who played the games only in the school labs. In addition, the findings indicated that prior mathematics knowledge, computer skill and English language skill did not play significant roles in achievement and motivation of the experimental group. Teachers\u27 interviews revealed that these individual differences had indeed played significant roles in game-playing at the beginning of using the games, but the impacts gradually diminished as the students gained the required game-playing skills. The overall results indicated that the mathematics games used in this study were effective teaching and learning tools to improve the mathematics skills of the students. Using the games in mathematics education was suggested by the teachers as an appropriate alternative way of teaching, as one of the teachers stated: This is definitely the way that we have to go to teach mathematics in the future. Mathematics games should be integrated with classroom activities if teachers want to increase mathematics class motivation. Teachers\u27 helps and supports are vital in using the games effectively in a population with different prior mathematics knowledge, computer skills, and English language skills

Leveling Up Game Characters, Leveling Up Language Skills: Investigating Indonesian Genshin Impact players’ Extramural English

Digital games have long been used to promote foreign language learning, including in their extramural contexts. One specific game genre is online role-playing games (RPGs). Motivated by my experience playing Genshin Impact (GI), an online fantasy RPG, this study investigated how five Indonesian university students extramurally learned English through gameplay engagement and what they might have learned. Data were collected from player journals, interviews, and online artifacts, then thematically analyzed. Four types of gaming interactions and several computer-assisted language learning themes emerged, showing that GI might have encouraged extramural English (EE) learning with informal digital affordances. Limitations of the study and future directions of research in EE and informal digital learning of English were further addressed

CeRC Story-Game Engine: An open source technology to power story based investigation games

Playing computer games is widely popular among children and teenagers as an entertainment activity; however computer games can also be easily transformed into tools for education. City University London’s City eHealth Research Centre (CeRC) - has developed such educational computer games to improve young people’s understanding of the importance of hand and respiratory hygiene and responsible antibiotic use; and to teach school syllabus concepts such as microbes, the spread and prevention of infection, antibiotic use and antibiotic resistance. We have developed a game platform as an open-source framework to promote game development for education and entertainment. The platform enables the efficient development of new games with new learning objectives along with the ability to support translation into any language. For example, the current CeRC games have been translated into 11 European languages (English, BelgianFrench, Flemish, Czech, Danish, French, Greek, Italian, Polish, Portuguese, and Spanish). The existing CeRC games are targeted towards school children; however, we investigate the usability of utilizing such games for adult education as well as examining the effectiveness of these games to convey messages to particular academic, industrial (or otherwise) communities

The use of Wordclouds for vocabulary retention in the English for Psychology classroom

everal studies have revealed that computer applications offer a vast potential for teaching and learning. Open Educational Resources (OERs) can be especially beneficial to generate innovative abilities in the classroom related to new means of communication and collaboration (Conole and Alevizou, 2010). As regards the teaching of foreign languages, OERs have been acknowledged to be a useful tool for vocabulary acquisition (Bărbuleț, 2013), for enhancing text reading (Alkahtani, 1999), for writing (Krajka, 2000), and for improving pronunciation (Lee, 2008). Computer-assisted language learning (CALL) programmes as a means of learning-by-playing in the classroom have also proven to facilitate the acquisition of English vocabulary and pronunciation through games (Young & Wang, 2014). This study aims to explore the implementation and use of an online tool such as Wordclouds in the English for Psychology classroom at university in order to improve vocabulary retention and the overall learning of English in the specific field of Psychology. By means of exposing students to psychological pathologies, they will be asked to generate vocabulary word clouds to check their vocabulary retention and keyword selections at two different stages, being exposed to specialised texts before and after the reading of those texts later. Computer applications in the ESP classroom are combined here with group work development. Previous research has shown that working collaboratively facilitates learning, primarily through comparative reflection and peer learning (Angehrn & Maxwell, 2009; Evans & Cuffe, 2009). Results have shown that the exploitation of students’ background knowledge through the tool Wordclouds has definitely aided vocabulary retention of keywords about psychological pathologies as well as improved their English for psychology language accuracy

Aspen Academy: designing a task-based digital role-playing game for teaching ESL vocabulary

Master's Project (M.A.) University of Alaska Fairbanks, 2021The field of computer assisted language learning has grown exponentially in the last few decades. Technology is becoming a larger part of our everyday lives and with this comes the rise of digital game-based language learning as well. Research has shown that even digital video games, like Role Playing Games (RPGs), can be used to help learners acquire language. In this project, I designed and created a game that incorporated RPG elements, as well as both a Task Based Language Teaching framework and vocabulary items from the test of English as a foreign language (TOEFL) and International English Language Testing System (IELTS) tests. I reflect on the game design process, additionally, learners of varying English proficiencies played the game and shared their experiences through post-game surveys and interviews. The data shows that RPGs are a promising tool for language learners because of the in-game dialogue as well as opportunities for feedback from non-player characters (NPCs)

A freely-available system for browser-based Q&A practice in English, with speech recognition

[EN] A browser-based system to facilitate practice in asking and answering simple questions in English was developed. The user may ask or answer by speaking or typing and the computer’s output is in the form of speech and / or text. The types of questions handled and the permitted vocabulary are limited, though the vocabulary items may be edited freely. The system was well received in a small pilot study among Japanese students. It is freely available for download, and requires no technical expertise to deploy, just the facilities and ability to edit text files and upload to the internet.O'brien, M. (2019). A freely-available system for browser-based Q&A practice in English, with speech recognition. The EuroCALL Review. 27(2):40-52. https://doi.org/10.4995/eurocall.2019.12343OJS4052272Ashwell, T. & Elam, J.R. (2017). 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Journal on Educational Psychology, 3(4), 14-18. https://doi.org/10.26634/jpsy.3.4.1130O'Brien, M. (1997). A computer program to provide practice in questions and answers for learners of English. Computer Assisted Language Learning, 10(3), 299-305. https://doi.org/10.1080/0958822970100307O'Brien, M. (2017). A freely-available authoring system for browser-based CALL with speech recognition. EUROCALL Review, 25(1), 16-25. https://doi.org/10.4995/eurocall.2017.6830Swain, M. (1985). Communicative competence: some roles of comprehensible input and comprehensible output in its development. In S.M. Gass and C.G. Madden (Eds.) Input in second language acquisition (pp. 235-253). Rowley, MA: Newbury House.Swain, M. & Lapkin, S. (1995). Problems in Output and the Cognitive Processes they Generate: A Step Towards Second Language Learning. Applied Linguistics, 16(3), 371-91. https://doi.org/10.1093/applin/16.3.371Sydorenko, T., Smits, T., Evanini, K, & Ramanarayanan, K. (2018). Simulated speaking environments for language learning: insights from three cases. Computer Assisted Language Learning, 32(1-2), 17-48. https://doi.org/10.1080/09588221.2018.1466811van Doremalen, J., Boves, L., Colpaert, J., Cucchiarini, C, & Strik, H. (2016). Evaluating automatic speech recognition-based language learning systems: A case study. Computer Assisted Language Learning, 29(4), 833-851. https://doi.org/10.1080/09588221.2016.1167090Warschauer, M. (1996). Computer Assisted Language Learning: An Introduction. In S. Fotos (Ed.), Multimedia language teaching (pp. 3-20). Tokyo: Logos International. Retrieved from http://www.ict4lt.org/en/warschauer.htmXu, Y. & Seneff, S. (2009). Speech-Based Interactive Games for Language Learning: Reading, Translation, and Question-Answering. Computational Linguistics and Chinese Language Processing, 14(2), 133-160. Retrieved from https://www.semanticscholar.org/paper/Speech-Based-Interactive-Games-for-Language-and-Xu-Seneff/29c0398871d6b34e9a220e134f90f5cec6dfb86