Children's and Teachers' Views on Digital Games in the EFL Classroom

Autor/inn/en	Waddington, Julie; Bannikova Charikova, Daria
Titel	Children's and Teachers' Views on Digital Games in the EFL Classroom
Quelle	In: ELT Journal, 76 (2022) 1, S.44-57 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Waddington, Julie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccab076
Schlagwörter	Student Attitudes; Teacher Attitudes; Student Centered Learning; Second Language Learning; English (Second Language); Case Studies; Elementary School Students; Computer Games; Comparative Analysis; Student Behavior; Handheld Devices; Teaching Methods; Learning Processes; Technology Integration; Well Being + Suchen Sie Ihr Suchwort? Schülerverhalten; Lehrerverhalten; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Case study; Fallstudie; Case Study; Computer game; Computerspiel; Computerspiele; Student behaviour; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Well-being; Wellness; Wohlbefinden
Abstract	At a time marked by the increasing use of technology in education, the study presented in this paper explores and compares teachers' and children's views on the use of digital games in class. A case study is presented in a primary school setting where tablets have been fully integrated into the EFL classroom. A mixed-method approach was used to collect and analyse data from teachers and students through interviews and questionnaires. Findings are presented which compare and contrast student and teacher views on: important elements to take into account when teaching/learning English; student behaviour; affective states; and the effects of digital games on learning. Contrasting perceived positive and negative effects of using digital games, the findings support claims that more work is needed to incorporate new technologies within classroom practice in ways which foster learner-centred models and facilitate the learning and well-being of all students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01