Use Free Online Games in a Language Classroom
One of my posts introduces Kyle Mawer’s Wiki space, in which he presents information about e-gaming in language learning. Mawer is also the second author of the article “Language learners & computer games: From Space Invaders to Second Life” in TESL-EJ.
This article focuses on some free online games, which are “of more practical value to the practitioner” (Stanley & Mawer, 2008). First, the authors states that the term “computer game is used to refer to all digital gaming (video games, console games, online games, etc.). I’ve been used to “e-gaming” to encompass these categories of games mentioned above. With a brief introduction of why computer games can be used as an aid to language teaching, the authors mention two kinds of games: console games and free online games. Compared with console games which prove to be difficult in the language classrooms, free online games are easy to access. As Cruz (2007) introduces many teaching instructions used to reinforce ELLs’ language learning experience through gaming, the authors make efforts to share many practical language teaching strategies in using online games.
Examining previous literature on learning through e-gaming, Stanley & Mawer (2004) states that “anecdotal evidence” suggests that educational games are more “educational” than “fun.” This actually resonates with our often asked questions whether we should make schools more like games or make games more like schools. There is a quote from BBC news, which presents a 13-year-old kid’s response to educational games: “I’d rather play normal games than educational games but if I had to choose from teachers or educational games I’d choose educational games.” So, the authors suggest an alternative to using educational games is to choose existing games “that have been proven to be fun and to build tasks around them to exploit language” (Stanley & Mawer, 2008). In elaborating on each teaching strategy involved in gaming, walkthroughs play a critical role. The strategies are listed below:
Gap-Fill: Students complete blanks in a text based on the walkthrough while they play the game. For lower levels the teacher provides a word list; for higher levels students finish the blanks according to the gaming context.
Relay Reading: Using walkthrough to follow the relay diction method is adapted to a game.
Jigsaw Reading: Different groups need to collaborate to fill the information gap in walkthrough to finish a task.
Game Dictogloss: Students watch the teacher play the game and write the main words and phrases. Students can practice grammar in pre-gaming and while-gaming tasks.
Comprehension: The teacher uses walkthrough featured in narrations to ask students to complete the game.
Observe & Write: Students produce their own walkthrough or narrations in pre-playing or during-playing task.
Observe/Vocabulary: Students write their own vocabulary while playing games. This activity could be sued for lower levels.
Watch & Say: Students observe the teacher play the game and tell the teacher what to do for next step. This is a learning activity for intermediate and higher levels, in which imperatives and vocabulary would be acquired. Post-playing activities are suggested.
Listening/Questioning: The teachers go round the class with walkthrough text, answering students’ questions about game.
In addition, the authors briefly discuss massively multiplayer online role-playing games (MMORPGs) and virtual worlds. With World of Warcraft as an example, the authors stress social interaction via text chat and/or voice in MMORPGs can facilitate language learning. As a virtual world, Second Life provides a platform to build learning communities for the users around the world. It is mentioned that over 120 universities have been using Second Life for teaching and researching. Finally, the authors provide seven Webs for free online games. MOTAS, the game our group analyzed before is also included.
To sum up, this article is written based on the authors’ conference presentation about gaming and language learning. It is worth revisiting when we talk about using computer games in a classroom setting.
References
Stanley, G., & Mawer, K. (2008). Language learners & computer games: From Space Invaders to Second Life. TESL-EJ, 11(4).
Cruz, J. Q. (2007). Video games and the ESL classroom. The Internet TESL Journal, XIII (3).
This article focuses on some free online games, which are “of more practical value to the practitioner” (Stanley & Mawer, 2008). First, the authors states that the term “computer game is used to refer to all digital gaming (video games, console games, online games, etc.). I’ve been used to “e-gaming” to encompass these categories of games mentioned above. With a brief introduction of why computer games can be used as an aid to language teaching, the authors mention two kinds of games: console games and free online games. Compared with console games which prove to be difficult in the language classrooms, free online games are easy to access. As Cruz (2007) introduces many teaching instructions used to reinforce ELLs’ language learning experience through gaming, the authors make efforts to share many practical language teaching strategies in using online games.
Examining previous literature on learning through e-gaming, Stanley & Mawer (2004) states that “anecdotal evidence” suggests that educational games are more “educational” than “fun.” This actually resonates with our often asked questions whether we should make schools more like games or make games more like schools. There is a quote from BBC news, which presents a 13-year-old kid’s response to educational games: “I’d rather play normal games than educational games but if I had to choose from teachers or educational games I’d choose educational games.” So, the authors suggest an alternative to using educational games is to choose existing games “that have been proven to be fun and to build tasks around them to exploit language” (Stanley & Mawer, 2008). In elaborating on each teaching strategy involved in gaming, walkthroughs play a critical role. The strategies are listed below:
Gap-Fill: Students complete blanks in a text based on the walkthrough while they play the game. For lower levels the teacher provides a word list; for higher levels students finish the blanks according to the gaming context.
Relay Reading: Using walkthrough to follow the relay diction method is adapted to a game.
Jigsaw Reading: Different groups need to collaborate to fill the information gap in walkthrough to finish a task.
Game Dictogloss: Students watch the teacher play the game and write the main words and phrases. Students can practice grammar in pre-gaming and while-gaming tasks.
Comprehension: The teacher uses walkthrough featured in narrations to ask students to complete the game.
Observe & Write: Students produce their own walkthrough or narrations in pre-playing or during-playing task.
Observe/Vocabulary: Students write their own vocabulary while playing games. This activity could be sued for lower levels.
Watch & Say: Students observe the teacher play the game and tell the teacher what to do for next step. This is a learning activity for intermediate and higher levels, in which imperatives and vocabulary would be acquired. Post-playing activities are suggested.
Listening/Questioning: The teachers go round the class with walkthrough text, answering students’ questions about game.
In addition, the authors briefly discuss massively multiplayer online role-playing games (MMORPGs) and virtual worlds. With World of Warcraft as an example, the authors stress social interaction via text chat and/or voice in MMORPGs can facilitate language learning. As a virtual world, Second Life provides a platform to build learning communities for the users around the world. It is mentioned that over 120 universities have been using Second Life for teaching and researching. Finally, the authors provide seven Webs for free online games. MOTAS, the game our group analyzed before is also included.
To sum up, this article is written based on the authors’ conference presentation about gaming and language learning. It is worth revisiting when we talk about using computer games in a classroom setting.
References
Stanley, G., & Mawer, K. (2008). Language learners & computer games: From Space Invaders to Second Life. TESL-EJ, 11(4).
Cruz, J. Q. (2007). Video games and the ESL classroom. The Internet TESL Journal, XIII (3).
posted by Zhuo(Joel) Li at
8:49 PM
2 Comments:
Hi Zhuo,
What a great article! The listing of strategies for using games with students is impressive. From low level students to high-level students, games can be tailored to meet their needs.
Thanks for sharing that!
:) Garnette
By
Garnette Knapp, at 1:39 AM
Hi Zhuo,
Thanks for sharing this good article. I especiallly like the implementation strategies listed in the article. It will definitely support the integration of online games in a language classroom.
The quote you cited about a response from a 13-year-old kid, “I’d rather play normal games than educational games but if I had to choose from teachers or educational games I’d choose educational games”, really gives classroom teachers some implications to rethink their teaching techniques :)
Another good resource is Larry Ferlazzo's "Free Online Games Develop ESL Students' Language Skills" from http://www.techlearning.com/story/showArticle.php?articleID=196604915. You may want to see it. More and more in-service teachers did a great job on the practical and effective use of video games :)
Best, Jiao
By
Jiao Li, at 8:19 AM
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