Show simple record

dc.contributor.authorReinders, Hayo
dc.contributor.authorWattana, Sorada
dc.date.accessioned2016-06-18T20:35:01Z
dc.date.available2016-06-18T20:35:01Z
dc.date.issued2014-05-20
dc.identifier.issn0958-3440
dc.identifier.issn1474-0109
dc.identifier.urihttps://hdl.handle.net/10652/3438
dc.description.abstractThe 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.en_NZ
dc.language.isoenen_NZ
dc.publisherCambridge Journals Online (Cambridge University Press)en_NZ
dc.rights© European Association for Computer Assisted Language Learningen_NZ
dc.subjectsecond language acquisition (SLA)en_NZ
dc.subjectlanguage playen_NZ
dc.subjectdigital gamesen_NZ
dc.subjectgamingen_NZ
dc.subjectdigital game-based language learning (DGBLL)en_NZ
dc.subjectwillingness to communicate (WTC)en_NZ
dc.subjectThailanden_NZ
dc.subjectinterviewsen_NZ
dc.subjectCALL (computer-assisted language learning)en_NZ
dc.titleAffect and willingness to communicate in digital game-based learningen_NZ
dc.typeJournal Articleen_NZ
dc.rights.holderEuropean Association for Computer Assisted Language Learningen_NZ
dc.identifier.doi10.1017/S0958344014000226en_NZ
dc.subject.marsden130207 LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Māori)en_NZ
dc.subject.marsden130306 Educational Technology and Computingen_NZ
dc.identifier.bibliographicCitationReinders, H., and Wattana, S. (2015). Affect and willingness to communicate in digital game-based learning. ReCALL, 27(1), pp.38-57. doi:10.1017/S0958344014000226en_NZ
unitec.institutionUnitec Institute of Technologyen_NZ
unitec.institutionDhurakij Pundit University (Bangkok, Thailand)en_NZ
unitec.publication.spage38en_NZ
unitec.publication.lpage57en_NZ
unitec.publication.volume27(1)en_NZ
unitec.publication.titleReCALL : the journal of the European Association for Computer Assisted Language Learningen_NZ
unitec.peerreviewedyesen_NZ
dc.contributor.affiliationUnitec Institute of Technologyen_NZ
dc.contributor.affiliationDhurakij Pundit University (Bangkok, Thailand)en_NZ
unitec.identifier.roms56155en_NZ
unitec.institution.studyareaEducation


Files in this item

Thumbnail

This item appears in

Show simple record


 Unitec Institute of Technology, Private Bag 92025, Victoria Street West, Auckland 1142