THE EFFECTIVENESS OF MODERN BOARD GAMES IN TEACHING GREEK AS L2 TO ADULT LEARNERS
Abstract
The important role of communicative competence in foreign language learning highlighted the need for the use of task-based or content-oriented activities within the foreign language instructional context. Several studies have recently focused on such activities and, in particular, on the use of games (Peters, 2015; Petrovic, 2007; Yaccob & Yunus, 2019); their findings have attracted researchers’ interest as they underlined the positive effects, they seem to have on the development of language proficiency (Bush, 2015; Lan, Van & Huyen, 2019; Nguyen & Nga, 2003). Some of these studies have examined the effect of games on learners’ language development, competency and motivation in learning an L2 (Marzano, 2010; Stavy, Subon & Unin, 2019; Tuan, 2012), while others have focused on students’ and teachers’ attitudes towards their use in language classrooms (Hamzah & Dourado, 2010; Lawrence & Lawrence, 2013; Reyes-Chua & Lidawan, 2019). However, what has not been adequately researched is the impact of board games on adult students and their systematic integration and use within the language curricula (Phuong & Nguyen, 2017). In this study, we aim to present two different types of modern board games which have been adjusted for the teaching of Greek as a foreign language at B1 level (according to CEFR). The games were used to practice vocabulary and grammar as well as promote interpersonal communication according to the syllabus of the School of Modern Greek (2010). The study will compare the use of board games with conventional activities and tasks so as to assess their effectiveness as a tool in the adult foreign language classroom.
Article visualizations:
Keywords
Full Text:
PDFReferences
Alijanian, E. (2012). An investigation of Iranian EFL teachers’ beliefs about grammar. Mediterranean Journal of Social Sciences 3(3), 415-420. Retrieved November 13, 2021 from 10.5901/mjss.2012.v3n3p415
Al-Jarrah, T., Mansor, N., Talafhah, R. H., Al-Jarrah, J. M., & Al-Shorman, F. M. (2019). The Role of Metacognitive Technique for Enhancing the Writing Skills of Arab EEFL Students. Journal of Education in Black Sea Region, 4(2), 191-205. https://doi.org/10.31578/jebs.v4i2.179
Anderson, A. F., & Bavelier, D. (2011). Action game play as a tool to enhance perception, attention and cognition. In S. Tobias & J. D. Fletcher (Eds.), Computer games and instruction (pp. 307–329). IAP Information Age Publishing.
Baker, M. A. & Robinson, J. S. (2018). The Effect of Two Different Pedagogical Delivery Methods on Students’ Retention of Knowledge Over Time. Journal of Agricultural Education, 59(1), 100-118. https://doi.org/10.5032/jae.2018.01100
Cam, L. & Tram, T. T. M. (2017). An Evaluation of Using Games in Teaching English Grammar for First Year English-Majored Students at Dong Nai Technology University. International Journal of Learning, Teaching and Educational Research, 16 (7). https://www.ijlter.org/index.php/ijlter/article/view/962
Chambers, G. J. & Yunus, M. M. (2017). Enhancing learners’ sentence construction via ‘Wheel of Grammar’. Pertanika Journal of Social Sciences & Humanities, 25(4),1641-1650.
Chan, M. (2016). Teachers’ Cognition about Teaching and Learning of Simple Past Tense: Can Processing Instruction Help? Open Journal of Modern Linguistics, 6(4), 329-371. http://dx.doi.org/10.4236/ojml.2016.64033
Chen, I. J. (2005). Using games to promote communicative skills in language learning, TESL Journal, (2), 125-132. http://iteslj.org/
Chik, A. (2012). Digital gameplay for autonomous foreign language learning: gamers’ and language teachers’ perspectives. In: Reinders H. (Eds.). Digital Games in Language Learning and Teaching, 95-114. Palgrave Macmillan: London. http://doi.org/10.1057/9781137005267_6
Council of Europe (2001). Common European Framework of Reference for Languages: Learning, teaching and assessment. Cambridge: Cambridge University Press.
Coyle, D., Hood, P., & Marsh, D. (2010). Content and language integrated learning. Cambridge University Press.
Dolati, I., & Mikaili, P. (2011). Opinion related to the main reasons for Iranian students’ difficulties in spoken English proficiency. Australian Journal of Basic and Applied Science. http://www.ajbasweb.com
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford: Oxford University Press.
Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press.
Gay, L. R., Mills, G. E., & Airasian, P. (2003). Educational research: Competencies for analysis and applications. United States of America: Pearson Education, Inc.
Gee, J. P. (2007). What video games have to teach us about learning and literacy, Palgrave Macmillan (2), 17-179.
Gerovasiliou, F. & Zafiri, M. (2017). Adapting Board Games to Stimulate Motivation in Vocabulary Learning in Six Year Old Learners - A Case Study. Journal of Studies in Education, 7 (3). https://doi.org/10.5296/jse.v7i3.11323
Hamzah, M. H. & Dourado, J. E. (2010). Using grammar games in teaching grammar: A case study in SMK Damai Jaya. Pp. 1-5. University of Technology in Malaysia.
Kamal, A. H. & Youngkeun, K. (2019). Teaching and Learning Grammar by Games in EFL Classrooms in Moroccan High Schools. International Journal of English and Education, 8 (1), pp. 330-342.
Ketterlinus, E. (2017). Using Games in Teaching Foreign Languages. Center for Faculty Excellence, United States Military Academy, West Point, New York.
Lan, D. T. H., Van, D. T. & Huyen, P. M. (2019). The Effectiveness of Language Games in Teaching Vocabulary among First-year Students at Thai Nguyen University of Economics and Business Administration, TNU. Journal of Research & Method in Education, 9 (2), pp. 76-82. http://iosrjournals.org/iosr-jrme/papers/Vol-9%20Issue-2/Series-1/M0902017682.pdf
Lawrence, A. J. & Arul Lawrence, A. S. (2013). Attitude of student teachers towards using grammar games for teaching English. International Journal on New Trends in Education and their Implications, 4(1), 65-72.
Lister, S. (2022). Gamifying CLIL: Unlocking the Potential of Game-Based Learning. In Cristina A. Huertas-Abril, Elvira Fernández-Ahumada & Natividad Adamuz-Povedano (Ed.), Handbook of Research on International Approaches and Practices for Gamifying Mathematics (pp. 1-20). IGI Global.
Long, M. H., & Norris, J. M. (2000). Task-based language teaching and assessment. In M. Byram (Ed.), Encyclopedia of language teaching (pp. 597–603). London: Routledge.
Marzano, R. J. (2010). Using games to enhance student achievement. Meeting Students Where They Are, 67, 71-72.
Mattheoudakis, M. (2019). Content and Language Integrated Learning in Greece: it’s here to stay. In M. Mattheoudakis & I. Ziaka (Eds.), Promoting CLIL implementation in Europe. CLIL prime: A Transnational dialogue to calibrate CLIL implementation (pp. 5-27). Strategic Partnership for school education (Key Action 2), Erasmus+. Thessaloniki, Greece.
Mokhtar, F. A. (2016). Rethinking Conventional Teaching in Language Learning and Proposing Edmodo as Intervention: A Qualitative Analysis. Malaysian Online Journal of Educational Technology. 4(2), 22-37.
Mukiri, I. M., & Ireri, B. N. (2018). Technology Integration in Digital Learning Environments. In J. Keengwe (Ed.), Handbook of Research on Digital Content, Mobile Learning, and Technology Integration Models in Teacher Education (pp. 165-184). IGI Global. http://doi:10.4018/978-1-5225-2953-8.ch009
Nguyen, Τ. Τ. Η. & Nga, Τ. Τ. Κ. (2003). Learning Vocabulary Through Games, The Effectiveness of Learning Vocabulary Through Games. Asian EFL Journal. http://asian-efl-journal.com/dec_03_vn.pdf
Omar, W. S., & Mohd Said, N. E. (2019). The effect of Tarsia Puzzle on vocabulary learning in a primary school setting. International Journal of New Technology and Research (IJNTR), 5(7), 86-91.
Paff, B. A. (2012). The effect of test retakes on long-term retention. University of Wisconsin.
Peters, A. (2015). Use of games and game-like activities in teaching English to different age groups. World Scientific News, 7, 112-135.
Petrovic, E. P. (2014). Games in the language classroom – to play is to learn. http://www.worldscientificnews.com/wp-content/uploads/2015/06/WSN-7-2015-112-135.pdf
Phuong, H. Y. & Nguyen, P. N. T. (2017). The Impact of Board Games on EFL Learners' Grammar Retention. International Journal of Research & Method in Education 7(3):61-66.
Razak, N. Z. B. A., & Eswaran, J. A. P. (2013). Investigating the ESL teachers’ and students’ attitude towards the use of computer in English language classroom. Language Teaching and Learning, 7(1). http://rpltl.eap.gr
Reyes-Chua, E., Lidawan, M.W. (2019). Games as effective ESL language classroom strategies: a perspective from English major students. European Journal of Foreign Language Teaching, 4(1), pp. 111–130.
Richards, J. C. and Rodgers, T. S., (2001) Approaches and Methods in Language Teaching, Cambridge: Cambridge University Press.
Roubira, J. L. (2008). Dixit. Libellud. https://boardgamegeek.com/boardgame/39856/dixit/credits
Sarrett, P. (2010). Time's Up! Family. R&R Games, Inc. https://boardgamegeek.com/boardgame/88126/times-family
School of Modern Greek Language (2010). Syllabus of the School of Modern Greek Language, Aristotle University of Thessaloniki. Retrieved from http://smg.web.auth.gr/wordpress/?page_id=570
Stavy, L. Z., Subon, F. & Unin, N. (2019). Using Language Games for Vocabulary Retention in a Rural Primary School in Sarawak. International Journal of Service Management and Sustainability, [S.l.], 4(2), p. 101-118.
Talak-Kiryk, A. (2010). Using Games in A Foreign Language Classroom. Vermont: SIT Graduate Institute.
Thekes, J. I. (2011). Grammar games with students’ total physical involvement. International. House Journal in Education and Development 33.
Treher, E. N. (2011). Learning with Board Games: Play for Performance – Tools for Learning and Retention. The Learning Key, Inc. https://www.thelearningkey.com/pdf/Board_Games_TLKWhitePaper_May16_2011.pdf
Tuan, L. T. (2012). Vocabulary recollection through games. Theory and Practice in Language Studies, 2(2), 257-264. doi: 10.4304/tpls2.2.257-264
Yaccob, N. S., & Yunus, M. M. (2019). Language Games in Teaching and Learning English Grammar: A Literature Review. Arab World English Journal 10(1), 209-217 https://www.researchgate.net/publication/331789620_Language_Games_in_Teaching_and_Learning_English_Grammar_A_Literature_Review
Willis, J. & Willis, D. (2013). Doing task-based teaching - Oxford handbooks for language teachers. UK: Oxford University Press.
Wojtowicz, L., Stansfield, M., Connoly, T. & Hainey, T. (2011). The impact of ICT and Games based learning on Content and Language integrated learning. https://conference.pixel-online.net/conferences/ICT4LL2011/common/download/Paper_pdf/CLIL07-247-FP-Wojtowicz-ICT4LL2011.pdf
Wu, C. J., Chen, G. D., & Huang, C. W. (2014). Using digital board games for genuine communication in EFL classrooms. Education Technology Research and Development, 62, 209–226. https://doi.org/10.1007/s11423-013-9329-y
DOI: http://dx.doi.org/10.46827/ejfl.v6i3.4424
Refbacks
- There are currently no refbacks.
Copyright © 2015 - 2023. European Journal of Foreign Language Teaching (ISSN 2537-1754) is a registered trademark of Open Access Publishing Group. All rights reserved.
This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.
All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
