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    Affect and willingness to communicate in digital game-based learning

    Reinders, Hayo; Wattana, Sorada

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    ReCALL 2015.pdf (315.9Kb)
    Date
    2014-05-20
    Citation:
    Reinders, H., and Wattana, S. (2015). Affect and willingness to communicate in digital game-based learning. ReCALL, 27(1), pp.38-57. doi:10.1017/S0958344014000226
    Permanent link to Research Bank record:
    https://hdl.handle.net/10652/3438
    Abstract
    The possible benefits of digital games for language learning and teaching have received increasing interest in recent years. Games are said, amongst others, to be motivating, to lower affective barriers in learning, and to encourage foreign or second language (L2) interaction. But how do learners actually experience the use of games? What impact does gameplay have on students’ perceptions of themselves as learners, and how does this affect their learning practice? These questions are important as they are likely to influence the success of digital game-based language learning, and as a result the way teachers might integrate games into the curriculum. In this study we investigated the experiences of five students who had participated in a fifteen-week game-based learning program at a university in Thailand. We conducted six interviews with each of them (for a total of 30 interviews) to identify what impact gameplay had in particular on their willingness to communicate in English (MacIntyre, Dörnyei, Clément & Noels, 1998). The results showed that gameplay had a number of benefits for the participants in this study, in particular in terms of lowering their affective barriers to learning and increasing their willingness to communicate. We discuss the implications of these results in terms of further research and classroom practice.
    Keywords:
    second language acquisition (SLA), language play, digital games, gaming, digital game-based language learning (DGBLL), willingness to communicate (WTC), Thailand, interviews, CALL (computer-assisted language learning)
    ANZSRC Field of Research:
    130207 LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Māori), 130306 Educational Technology and Computing
    Copyright Holder:
    European Association for Computer Assisted Language Learning

    Copyright Notice:
    © European Association for Computer Assisted Language Learning
    Rights:
    This digital work is protected by copyright. It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use. These documents or images may be used for research or private study purposes. Whether they can be used for any other purpose depends upon the Copyright Notice above. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.
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