When video games enter the ESL classroom
Article Review:
Cruz, J. Q. (2007). Video games and the ESL classroom. The Internet TESL Journal, XIII (3).
This is one of the very few articles about the use of games in the language classroom. Based on his experience of using video games in the ESL class room, Cruz’s article is practice-oriented towards creating learning activities to supplement video games in class. According to Cruz (2007), playing role playing games (RPG) exposes the player to “long hours of in-game dialogue” and “heavy amounts of written text” (p.1). He points out simply playing games cannot produce bilingualism and it is very necessary for the teacher to design activities to involve students in talking about their gaming experience. Several practical activities are suggested, including learning elements of literature and diverse cultures in games, writing journals, analyzing characters, giving oral presentations, and even integrating games in tests.
At the end of the article, Cruz (2007) briefly argues that video games should not bear too much of the blame for violent events. As he notes, some games such as Grand Theft Auto might have had some negative influence. In the meanwhile, a lot of TV programs are also very violent. Instead of mere fear and repulsion of video games, more efforts are needed to view games objectively and scientifically. It is implied that we should select “right” games for students’ learning just as we need to judge appropriateness of TV programs for students.
The most important point raised in this article is that video games are not sufficient for language learning. Likewise, when we advocate games for learning, we should be cautions about the efficacy of playing games. Adequate instructions given by the teacher will maximize the learning opportunities for students. All the learning activities suggested by Cruz (2007) serve the purpose of academic proficiency enhancement. Most of the time, students may not really realize they are actually learning something which has connections with their school learning. The knowledge gap about the value of gaming for learning should be filled by researchers and teachers as well.
Cruz, J. Q. (2007). Video games and the ESL classroom. The Internet TESL Journal, XIII (3).
This is one of the very few articles about the use of games in the language classroom. Based on his experience of using video games in the ESL class room, Cruz’s article is practice-oriented towards creating learning activities to supplement video games in class. According to Cruz (2007), playing role playing games (RPG) exposes the player to “long hours of in-game dialogue” and “heavy amounts of written text” (p.1). He points out simply playing games cannot produce bilingualism and it is very necessary for the teacher to design activities to involve students in talking about their gaming experience. Several practical activities are suggested, including learning elements of literature and diverse cultures in games, writing journals, analyzing characters, giving oral presentations, and even integrating games in tests.
At the end of the article, Cruz (2007) briefly argues that video games should not bear too much of the blame for violent events. As he notes, some games such as Grand Theft Auto might have had some negative influence. In the meanwhile, a lot of TV programs are also very violent. Instead of mere fear and repulsion of video games, more efforts are needed to view games objectively and scientifically. It is implied that we should select “right” games for students’ learning just as we need to judge appropriateness of TV programs for students.
The most important point raised in this article is that video games are not sufficient for language learning. Likewise, when we advocate games for learning, we should be cautions about the efficacy of playing games. Adequate instructions given by the teacher will maximize the learning opportunities for students. All the learning activities suggested by Cruz (2007) serve the purpose of academic proficiency enhancement. Most of the time, students may not really realize they are actually learning something which has connections with their school learning. The knowledge gap about the value of gaming for learning should be filled by researchers and teachers as well.
posted by Zhuo(Joel) Li at
8:11 AM
2 Comments:
Hey Zhuo,
How can you find so many wonderful references that are very relevant to our interests? So cool!
I am very interested in the teachers' role in facilitating gaming in language learning. Thank you for sharing.
By
Jiao Li, at 10:16 AM
Hey Zhuo,
Its true that video games cannot supplement complete learning of instructional design for any subject, especially language development which requires oratory for best results, but the role instead for games should be focused on facilitating the learning in an engaging multimedia format.
However, programs designed for students to learn language in combination with oratory practice will begin to notice results better as they can practice in both an unobtrusive environment and with the help of an instructor. Critics of video game use tend to focus on the absence of content and detachment of learning in a social environment but that does not mean certain students may develop better skills with the application of media to the subject as well.
By
Ben Emihovich, at 7:30 PM
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