A Case Study of Using Online Communities and Virtual Environment in Massively Multiplayer Role Playing Games (MMORPGs) as a Learning and Teaching Tool for Second Language Learners

Massively Multiplayer Online Role Playing Games (MMORPGs) create large virtual communities. Online gaming shows potential not just for entertaining, but also in education. This research investigates the use of commercial MMORPGs to support second language teaching. MMORPGs offer virtual safe spaces in which students can communicate by using their target second language with global players. Using a mix of ethnography and action research, this study explores the students’ experiences of language learning and performing while playing MMORPGs. The results show that the use of MMORPGs can facilitate language development by offering fun, informal, individualised and secure virtual spaces for students to practise their language with native and other second language speakers

Let’s Play Cards. Grammar is Fun. (How and Why I Have Taught English to My Students)

In Japan, most students have to memorize grammar rules to pass entrance examinations to high schools as well as universities. As speaking skills are not required in those exams, many students regard grammar as nothing but rote learning. However, grammar is not dried bones but a vivid creature, which can be formed by students. Grammar can be learned with the four skills (speaking, listening, reading, writing), which is addressing diverse learning styles. It can be taught with stories, poems, plays, songs, games, puppets, picture books, and playing cards. Once students learn the rules of grammar, they will be able to enjoy the process of learning grammar and will know how to put grammar into practice by using the rules. Once students get an idea what grammar is, they will surely be able to generalize and develop it. They will be able to retain the idea of grammar and use it as a tool to understand English

Augmented Reality Trends in Teaching English Tenses: The Case of Non-English Education Students

The purpose of this study was to examine a classroom action research about using augmented reality media to improve non-English students’ tenses mastery. The study was carried out in two cycles and each cycle consists of four stages, including plan, action, observation, and reflection. The participants of the study were a class of students of economic education study program, faculty of teacher training and education at a public university in Jambi who were taking English subject. The data of the study were taken from a test and observations in collecting the data. The results of the data analysis indicated that there was an increase from the first cycle to the second cycle. Moreover, the research results showed that: 1) augmented reality created a good atmosphere in the teaching and learning activities; 2) augmented reality made the students understand the use of tenses easily; and 3) the students became more active and attractive in the teaching and learning activities. It can be concluded that the use of augmented reality can improve students' tenses mastery

THE IMPLEMENTATION OF INDUCTIVE APPROACH IN PRE-INTERMEDIATE STRUCTURE SUBJECT TO ENGLISH EDUCATION STUDY PROGRAM STUDENTS PGRI UNIVERSITY OF YOGYAKARTA

The research aims at describing the implementation of inductive approach in pre-intermediate structure subject to English Education Study Program students. It describes how the response of the implementation of inductive approach through communicative activities to students of English Education Study Program, Faculty of Teacher Training and Education, PGRI University of Yogyakarta.The research was done qualitatively. It included some actions. The actions were activities of teaching and learning processes by implementing inductive approach through some communicative activities in the classroom. The subject of this research was the students of English Education Study Program, Faculty of Teacher Training and Education, PGRI University of Yogyakarta. The research data was analyzed qualitatively by using deep observation and interview. The result was represented descriptively.The result of the research was that the implementation of inductive approach through the communicative activities can (a) train students to be familiar with the rule of discovery; (b) exploit students’ greater degree of cognitive depth, (c) make the students are more active rather than being passive in the process, (d) involve students to collaboratively do problem solving, (e) involve students to get opportunity for extra language practice

THE IMPLEMENTATION OF INDUCTIVE APPROACH IN PRE-INTERMEDIATE STRUCTURE SUBJECT TO ENGLISH EDUCATION STUDY PROGRAM STUDENTS PGRI UNIVERSITY OF YOGYAKARTA

The research aims at describing the implementation of inductive approach in pre-intermediate structure subject to English Education Study Program students. It describes how the response of the implementation of inductive approach through communicative activities to students of English Education Study Program, Faculty of Teacher Training and Education, PGRI University of Yogyakarta. The research was done qualitatively. It included some actions. The actions were activities of teaching and learning processes by implementing inductive approach through some communicative activities in the classroom. The subject of this research was the students of English Education Study Program, Faculty of Teacher Training and Education, PGRI University of Yogyakarta. The research data was analyzed qualitatively by using deep observation and interview. The result was represented descriptively. The result of the research was that the implementation of inductive approach through the communicative activities can (a) train students to be familiar with the rule of discovery; (b) exploit students’ greater degree of cognitive depth, (c) make the students are more active rather than being passive in the process, (d) involve students to collaboratively do problem solving, (e) involve students to get opportunity for extra language practice

Language Play and Vocabulary Teaching in the Beginning German Classroom

Both children and adults naturally play with language, manipulating it for the purpose of enjoyment. A growing body of research in the last twenty years or so demonstrates that such ludic language play entails a variety of benefits for second language learners. I focus in this thesis on the intersection between language play and vocabulary acquisition. Ludic language play entails several processes known to aid in the learning of words, and instructors can implement planned language play tasks in the classroom. In this thesis, I present materials which I designed for beginning language students around the concept of language play, and I demonstrate how these materials elicited language play in my own beginning German class at the University of Tennessee. Based on my research on language play and vocabulary acquisition, I offer a framework for how instructors can design materials which use ludic language play to teach vocabulary