Game-Informed Approach to Teaching Request-Making in English: A Comparison of Feedback Mechanics

Autor/inn/en	Taguchi, Naoko; Dixon, Daniel H.
Titel	Game-Informed Approach to Teaching Request-Making in English: A Comparison of Feedback Mechanics
Quelle	In: CALICO Journal, 40 (2023) 2, S.153-177 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-7778
Schlagwörter	Game Based Learning; Teaching Methods; Feedback (Response); Pragmatics; English (Second Language); Second Language Learning; Second Language Instruction; Instructional Design; Knowledge Level; Computer Software; Effect Size; Learning Processes; Instructional Effectiveness; Undergraduate Students; Foreign Countries; China + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Pragmalinguistik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Wissensbasis; Learning process; Lernprozess; Unterrichtserfolg; Ausland
Abstract	Game-based instruction has been praised as an effective approach to second language (L2) development, as it can provide a low-stakes, fun, and engaging learning environment. However, in designing digital games for L2 learning, it is important to consider how various game designs and mechanics can affect learning gains. In the current study building on Taguchi (2023), a digital game-informed application was developed to teach 118 L2 English learners to identify and produce pragmatically appropriate requests in English. Two versions of the game were developed that differed only in one designed game mechanic: version A allowed learners to see one single reaction from interlocutors after selecting one option from a set of request forms. In contrast, version B allowed learners to see the full range of interlocutor reactions across all items in the same set of request form options. Results indicate that both versions of the game had positive effects on learners' pragmatics knowledge. The difference in learners' gains between the two versions of the app had negligible to small effect size (Cohen's d) differences on both the recognition and production knowledge of the learners. Implications are discussed, offering direction for future research aiming to measure the effects of targeted game mechanics implemented in educational technology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01