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.

Gamification in English as Second Language Learning in Secondary Education Aged Between 11-18

2022 ◽  
Vol 12 (1) ◽  
pp. 0-0
Keyword(s):  
Systematic Review ◽  
Second Language ◽  
Secondary School ◽  
Language Learning ◽  
Second Language Learning ◽  
Search Strategy ◽  
Research Articles ◽  
English Learning ◽  
Game Based Learning ◽  
English As Second Language

Since gamification has strengthened its place in education over the years, it is frequently preferred in English as a Second Language Learning. This study aims to investigate the literature on the effects of gamification on students’ English learning as a second language and the tendency of students to use games to learn English as a second language. This review contains a systematic review of published articles about gamification in English as a Second Language Learning for learners aged between 11-18 from 2013 to 2020. The study was designed according to the specifications of the PRISMA 2009 Checklist. A combination of words related to gamification, game-based learning, English as a Second Language, and secondary school was included as a search strategy. After selection, ten research articles written in English were reviewed. Their results indicated that the games enhance the fun, raise students’ motivation, and boost their participation while helping their autonomous learning. This review includes suggestions to support planning game-based English lessons.

scholarly journals Developing cognitive and language skills through visual arts.

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Renáta Marosi
Keyword(s):  
Problem Solving ◽  
Language Learning ◽  
Visual Arts ◽  
Cognitive Skills ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Visual Aids ◽  
The One ◽  
Visual Materials

Pedagogy works with a number of methods in order to develop students’ mental and emotional skills. For example, using audio-visual materials (e.g. songs, videos, flashcards) is considered highly beneficial and motivating for students. Taking into account the popularity and effectivity of audio-visual aids, it is worth considering the use of paintings, as representatives of visual arts, in education and more particularly in teaching and learning EFL. This pedagogical approach does not only expand students’ general knowledge on arts but also at the same time actives skills such as skills of making logical connections, reasoning and problem-solving, which are highly required in language acquisition (L2). Consequently, the purpose of the present paper is twofold. On the one hand, it aims at describing the positive influences of visual arts, i.e. paintings, in developing students’ cognitive skills that are likewise essential in (second) language learning: critical thinking, reasoning, problem-solving skill and the ability of expressing their own opinions, etc. On the other hand, the study provides the reader with an example of using paintings in pedagogy: it offers a 45-minute lesson plan on a particular work of art with a special attention to improving students’ aforementioned cognitive skills and practicing particular tenses (present simple and present continuous).

scholarly journals Editorial

2020 ◽  
Vol 10 (4) ◽  
pp. 669-672
Author(s):  
Mirosław Pawlak
Keyword(s):  
Social Sciences ◽  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Fine Arts ◽  
First Year ◽  
Learning And Teaching ◽  
Journal Citation Reports ◽  
The One ◽  
The Impact

I have to honestly admit that writing this editorial feels very different from writing the one for the December of 2011 when Studies in Second Language Learning and Teaching had just completed its first year of existence. At that time, I was feeling a lot of uncertainty and trepidation about the future of the journal, wondering whether it would survive beyond the first year or two as well as whether it would stand a chance of becoming internationally recognizable. Today the situation is very different. Even though this has been an unprecedented year because of the COVID pandemic with all the havoc it has been wreaking all over the world, 2020 has proved to be exceptionally gracious to SSLLT. For one thing, not only has the journal survived and it is now turning 10 years of age, but it has also managed to secure its place among the most influential journals in the field, as can be seen, for example, from its ever-increasing indices in Scopus. Even more importantly, SSLLT has at last been included in some of the databases in Web of Science, most notably Social Sciences Citation Index (SSCI) and Journal Citation Reports Social Sciences (JCRSS). Needless to say, we have been waiting for this momentous turn of events for quite a few years and now we cannot wait again to find out the impact factor for the journal, which should be announced some time in 2021. Once again, I cannot stress enough that the huge success of the journal is the outcome of the contribution of numerous individuals, in particular the consecutive associate editors, authors, reviewers, as well as editors of special issues. All of this certainly calls for a celebration and it is our intention to do so by organizing a conference that would bring together all those who have been involved in SSLLT and supported it from its inception, in whatever capacity this might have happened. We are sincerely hoping to be able to hold this event in October 2021 and will be sending out a call for papers some time in December. We do realize that the pandemic can foil any plan now, but we are determined to celebrate the success of the journal. Should autumn 2021 turn out to be unfeasible, we will be aiming for spring 2022 and we are very confident that sooner rather than later we will be able to finally meet face-to-face to discuss key issues involved in the process of second language learning and teaching. While there is surely nothing wrong with online conferences, I am convinced that we would all rather have a chance to talk in person at along last and we will do our best to make this happen. One thing is for sure, whatever the timing, the Faculty of Pedagogy and Fine Arts in Kalisz, Adam Mickiewicz University, Poland, will be the venue for this event. After all, this is where the idea for SSLLT was conceived well over 10 years ago and where the journal has been published from the get-go.

scholarly journals LANGUAGE LEARNING ACROSS THE SCALE: PERSPECTIVES FROM BRAZILIAN ESL STUDENTS

2017 ◽  
Vol 7 (1) ◽  
pp. 289 ◽  
Author(s):  
Marília Da Silva Corrêa Lemos
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
The Other ◽  
Esl Students ◽  
Research Context ◽  
The One ◽  
External Forces ◽  
Work Done

<p>The present work is part of the discussion held by School of Advanced Studies in Language and Society at Universidade Estadual de Campinas (Unicamp). The aim of this paper is to discuss findings from an ESL study conducted in 2014 once many issues remained unexplored. Findings suggest that students who took part in the research are assuming a dual behaviour towards their learning. On the one hand they show interest and commitment to learning, on the other, they show insecurity and do not seem to be pro-active during class. This issue will be discussed in light of two concepts approached during the course: the notion of Scale discussed by Blommaert (2010) and the notion of Stance present in the work done by Jaffe (2009). Drawing on both concepts, the research context will be understood as affected by participant’s mobility, which allows a perspective that understands learning as influenced by external forces. We suggest that participants assume different stances as language learners, and by doing that, their concept of ‘learning’ assumes a mobile perspective as well. They seem to find their learning effective in a lower scale, positioning themselves as potential learners, whilst this belief is delegitimized when traveled to a higher scale, where they assume a stance of “no significant learner”, therefore showing a dual behaviour.</p><p><strong>Keywords: </strong>Second Language Learning. Globalization. Stance.</p>

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