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 A Study of the Difficulties in Learning of English Faced by Hindi and Urdu Speaking Students in India and Indian Expatriates in Saudi Arabia

2016 ◽  
Vol 8 (4) ◽  
pp. 29
Author(s):  
Qudsia Iqbal Hashmi
Keyword(s):  
Saudi Arabia ◽  
Second Language ◽  
Learning Environment ◽  
Language Learning ◽  
Learning Process ◽  
Second Language Learning ◽  
Learning Difficulties ◽  
English Learning ◽  
Statistical Inferences ◽  
Better Than

Main aim of the study was to explore and analyze the learning difficulties faced by Hindi and Urdu speaking-students in India and Indian expatriates in Saudi Arabia. It is generally felt that learning of English varies in different context. Learners having background of Urdu, Hindi differ on account of learning achievements. Similarly those who enjoy more English learning environment may perform better than their counterparts. In order to carry out the study, three types of subjects were purpose. The study, though was descriptive-qualitative in nature, quantification was used to arrive at statistical inferences. The results indicated that most of the learner’s problems arose due to L1 interference on second language learning process.

scholarly journals The effects of interlingual and intralingual subtitles on second language learning/acquisition: a state-of-the-art review

2015 ◽  
Vol 54 (1) ◽  
pp. 161-182 ◽  
Author(s):  
Rafael Matielo ◽  
Raquel Carolina Souza Ferraz D'Ely ◽  
Luciane Baretta
Keyword(s):  
Systematic Review ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Second Language Learning ◽  
State Of The Art ◽  
Relevant Literature ◽  
Future Research ◽  
Disciplinary Field ◽  
Experimental Use

The disciplinary field of Second Language Acquisition (SLA) has witnessed an increasing interest in the investigation of the effects of subtitled and captioned audiovisual materials on domains of language learning/acquisition. In this context, this paper seeks to provide a systematic review of recent studies related to language learning aspects aided by the instructional/experimental use of subtitled and captioned materials. The present paper draws on relevant literature in the field of SLA that interfaces with subtitling/captioning, while outlining their goals and main findings. This paper also aims to unveil which dimensions have merited scholar attention the most in the last two decades. Finally, some considerations are made regarding possible avenues for future research, taking into account the existing literature and underinvestigated issues.

scholarly journals Language Learning and Learner Psychology: Building Autonomy in Multilingual Culture

2019 ◽  
Vol 5 (1) ◽  
pp. 32-39
Author(s):  
Ramadhan Mahendra ◽  
Sulis Triyono
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Second Language Learning ◽  
Focal Point ◽  
Social Culture ◽  
English As Second Language ◽  
Specific Language ◽  
Library Research

The notion of autonomous learning used in second language learning has become a focal point of scholars in recent years. However, building an autonomy in specific language learners might be different in the view of psychology within multilingual culture which raised interesting issues. However, learners’ psychology determines about how far they must learn the second language. In addition, the multilingual culture has important role as variable but in an abstract way. It appears that in some languages learners who had multilingual culture backgrounds have different situation in comprehending the English, which also affect in choosing suitable learning strategies to comprehend by their own. Therefore, this research addresses to find out the interrelation in case of building leaner autonomy on English as second language learning in the aspect of multilingual culture in Indonesia. Trough library research, the author found the correlation between learners’ psychological condition such as interest, needs and motivation has some impact on how successful in their own language learning within the multilingual culture as it background. Therefore, building autonomy in second language learning must be aware of multilingual and social culture in society to reap a good result.

A Systematic Review of Digital Games in Second Language Learning Studies

2020 ◽  
Vol 10 (3) ◽  
pp. 1-15
Author(s):  
Frederick J. Poole ◽  
Jody Clarke-Midura
Keyword(s):  
Systematic Review ◽  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Digital Games ◽  
Research Field ◽  
Student Perspectives ◽  
Discussion Section ◽  
Learning Research

This systematic review presents a definition for digital games within the second/foreign language (L2) learning research field. This definition is used to identify games used in research in the last five years (2012-2017). Forty-nine studies were identified and then summarized by type of research, game genre employed, age, and size of sample populations, and focus of research (vocabulary acquisition, student perspectives, etc.). Next, the research is synthesized by the L2 aspects investigated in each study. Finally, in the discussion section the L2 gaming research field is evaluated and suggestions for future endeavors are provided.

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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