Interaction, feedback and task research in second language learning: Methods and design, Edited by A.Mackey, Cambridge; Cambridge University Press. 2020, xv–249 pp. https://doi.org/10.1017/9781108589284

2021 ◽  
Author(s):  
Eva Kartchava
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Learning Methods ◽  
Cambridge University ◽  
And Task

scholarly journals Review of Engaging language learners in contemporary classrooms; Authors: Sarah Mercer, Zoltán Dörnyei; Publisher: Cambridge University Press, 2020; ISBN: 9781108445924; Pages: 208

2020 ◽  
Vol 10 (4) ◽  
pp. 813-818
Author(s):  
Haydab Almukhaild
Keyword(s):  
Second Language ◽  
General Education ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Great Depth ◽  
Learner Engagement ◽  
Cambridge University ◽  
Learning And Teaching ◽  
Growing Body

Learner engagement is key to successful learning experiences in general education and language learning is no exception. When students are engaged, they are focusing on the task at hand, paying attention and enjoying their language learning (Aubrey et al., 2020; Ellis, 2018; Mercer, 2019; Oga-Baldwin, 2019). Yet, as Mercer and Dörnyei affirm in their introduction to the book, “discussions of engagement . . . have been largely absent from the literature of L2 [second language] learning and teaching” (p. 4). Engaging Language Learners in Contemporary Classrooms addresses this gap directly and in great depth, thus making it a ground-breaking contribution to the growing body of second language (L2) literature on learner engagement.

Influence of Game-Based Methods in Developing Engineering Competences

2022 ◽  
pp. 69-88
Author(s):  
Helder Gomes Costa ◽  
Frederico Henrichs Sheremetieff ◽  
Elaine Aparecida Araújo
Keyword(s):  
Second Language ◽  
Problem Solving ◽  
Language Learning ◽  
Second Language Learning ◽  
Negative Impact ◽  
Positive Influence ◽  
Game Based Learning ◽  
Learning Methods ◽  
Impact Responses ◽  
The One

This research aims to understand the influence of game-based learning methods on engeineer competences. Competencies expected from an engineer, which competencies are commonly explored by game-based learning methods, and perceptions from a sample composed of 92 respondents about the question that drives the research are explored. All competencies analyzed had more positive influence responses than negative ones, or non-impact responses. The competence analyzed most positively is “problem solving”; the one with the most negative impact responses is “second language learning,” and the one with the most non-impact responses is “continuous search for career improvement.” This study fills the following gaps: compiles and analyzes articles on game-based learning methods and carries out unprecedented research regarding the influence of game-based learning methods on the professional competences of graduates of engineering courses.

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