English Language Learning Through Non-Technology Games: A Case Study of International Students at a Lithuanian University

Research on gamified language learning often involves the use of digital games. Little is known about the use of non-technology games in promoting language learning despite their accessibility. This paper aims to fill in this lacuna by providing insights into international students’ engagement in non-technology gamified English language learning in the context of a Lithuanian university. The research, which used a case study approach as its methodology, involved a total of 30 international students at a Lithuanian university together with their two instructors. They were observed for two weeks, and then interviewed by the researchers. An inductive thematic analysis approach proposed by Braun and Clark was used to analyse the data. The findings revealed that the students’ engagement with the non-technology gamified lessons have impacted them positively as they believe that they have improved English language proficiency and better mastery of the 21-st century learning skills. However, the participants raised several issues related to cultural sensitivity and blurred learning outcomes. This study concluded that non-technology games serve as a useful tool in promoting language learning in the 21st century if it is carefully designed to attract learners’ interests and at the same to time meet the learning outcomes. This study is hoped to encourage practitioners to experiment with non-technology gamified lessons and provide guidelines for them in conducting effective non-technology gamified lessons

How do students really interact? an investigation of Lithuanian students' interactions via smartphone apps

Purpose: This mixed-method study investigated the ways smartphone apps promote students’ interaction, collaboration and learning performance. Methodology: A total of 160 respondents from a Lithuanian university were identified using convenience sampling. A survey was conducted to explore the frequent activities involving interaction, collaboration and learning performance. Focus group interviews were also conducted to determine the apps used in their interactions. Findings: The quantitative results suggest that the smartphone apps promote students' interaction, collaboration and improved learning performance. Qualitative results indicate three types of apps that are commonly used for interactions by the undergraduates in Lithuania, namely educational, communication and entertainment apps. Significance: The findings suggest that the instructions can play a constructive role in mediating the learners’ interactions on smartphone apps. As such, the study creates space for instructors to further craft pedagogical practices to better account for learners’ access to smartphone apps. It is hoped that this study will provide a path for educational solutions for instructors and practitioners

How do students really interact? an investigation of Lithuanian students' interactions via smartphone apps

Purpose: This mixed-method study investigated the ways smartphone apps promote students’ interaction, collaboration and learning performance. Methodology: A total of 160 respondents from a Lithuanian university were identified using convenience sampling. A survey was conducted to explore the frequent activities involving interaction, collaboration and learning performance. Focus group interviews were also conducted to determine the apps used in their interactions. Findings: The quantitative results suggest that the smartphone apps promote students' interaction, collaboration and improved learning performance. Qualitative results indicate three types of apps that are commonly used for interactions by the undergraduates in Lithuania, namely educational, communication and entertainment apps. Significance: The findings suggest that the instructions can play a constructive role in mediating the learners’ interactions on smartphone apps. As such, the study creates space for instructors to further craft pedagogical practices to better account for learners’ access to smartphone apps. It is hoped that this study will provide a path for educational solutions for instructors and practitioners