An Examination of the Factors and Challenges to Adopting Gamification in English Foreign Language Teaching

Autor/inn/en	Demirbilek, Muhammet; Talan, Tarik; Alzouebi, Khadeegha
Titel	An Examination of the Factors and Challenges to Adopting Gamification in English Foreign Language Teaching
Quelle	In: International Journal of Technology in Education, 5 (2022) 4, S.654-668 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Demirbilek, Muhammet) ORCID (Talan, Tarik) ORCID (Alzouebi, Khadeegha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	English (Second Language); Language Teachers; Second Language Instruction; Teacher Attitudes; Game Based Learning; Gamification; Instructional Effectiveness; Barriers; Web 2.0 Technologies; Foreign Countries; Elementary Secondary Education; Higher Education; Adult Education; Ukraine; Turkey + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Fremdsprachenunterricht; Lehrerverhalten; Unterrichtserfolg; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Türkei
Abstract	The purpose of this study is to identify key factors and barriers to implementing gamification in English Foreign language teaching. In alignment with the purpose of the study, the perspectives of English teachers (which grades) were obtained. This study was designed as a qualitative study. A total of 16 teachers participated in the study. Structured interview questions were used as the data collection instrument. The data obtained from the interviews were analyzed using content analysis. The result of the study demonstrated that most teachers use gamification in their English Foreign Language teaching. Some teachers who participated in the study indicated that gamification is very effective and important for their teaching and that they use gamification frequently in their teaching. Teachers emphasized that games facilitate language learning, ensure active class participation, make learning more enjoyable, and make the learning process effective and efficient. In addition, games facilitate the development of student language skills and make learning more enjoyable by making lessons interesting. Factors such as the occurrence of problems like irregularities, objections, and challenges during the game, the creation of a negative competitive environment, the extension of the time allotted for the game, and the creation of a noisy environment were found to be barriers to the use of gamification in the classroom. In addition, technical difficulties and problems with digital games, lack of technology and internet, technology, screen, and game addiction, and health/psychological issues are some of the main reasons why teachers do not use gamification in their EFL teaching. (As Provided).
Anmerkungen	International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijteoffice@gmail.com; Web site: https://www.ijte.net/index.php/ijte/about
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01