Evaluating Embodied Pedagogical Game Approach in the Learning of Selected Prepositions of Time

Autor/in	Nephawe, Farisani Thomas
Titel	Evaluating Embodied Pedagogical Game Approach in the Learning of Selected Prepositions of Time
Quelle	In: Journal of English Teaching, 9 (2023) 2, S.151-164 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2087-9628
Schlagwörter	Form Classes (Languages); Time; Reliability; Grade 7; English (Second Language); Second Language Learning; Second Language Instruction; Thinking Skills; Decision Making; Pilot Projects; Measures (Individuals); Teaching Methods; Game Based Learning; Foreign Countries; Prior Learning; South Africa + Suchen Sie Ihr Suchwort? Analytischer Sprachbau; Zeit; Reliabilität; School year 07; 7. Schuljahr; Schuljahr 07; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Denkfähigkeit; Decision-making; Entscheidungsfindung; Pilot project; Modellversuch; Pilotprojekt; Messdaten; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Vorkenntnisse; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Competence in the use of prepositions is versatile because they mark special relationships between persons, objects, and locations. However, using prepositions of time is challenging for many. The research investigated embodied pedagogical game approach in learning selected prepositions of time by Grade 7 English First Additional Language learners at Tshiluvhi Primary School in Limpopo Province, South Africa. The research employed a quantitative approach to analyse data mathematically and statistically. The embodied cognitive approach was utilised because it holds that identification of prepositions of time is a fundamentally based cognitive aspect involving high mental constructs like judgement and thinking. A questionnaire was utilised to obtain data from the participants. Probability random sampling was used to sample 35 participants because it gave them an equal chance of participation in the research. A pilot study was conducted on learners who were not part of the sample to test the instrument's reliability. A Statistical Package of Social Sciences Version 22 was employed for data analysis. Using embodied pedagogical game approach, pre-test results showed participants' poor competence while the post-test revealed an outstanding achievement in learning prepositions of time. The research recommends continuous use of the embodied pedagogical game approach in learning prepositions of time. (As Provided).
Anmerkungen	Journal of English Teaching. Fakultas Keguruan dan Ilmu Pendidikan (FKIP) UKI, Jalan Mayjen Sutoyo No. 2, Cawang, Jakarta, Timur, 13630, Indonesia. Tel:+62-21-8092425 ext. 310, 315; e-mail: jet@uki.ac.id; Web site: http://ejournal.uki.ac.id/index.php/jet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01