Learning languages through video games

USING VIDEOGAMES IN LANGUAGE TEACHING

The debate about the usefulness of employing video games in the language class has been going on for decades. Different studies show important results of the potential of using video games. Despite opinions may differ regarding benefits and drawbacks, there is a truth that can hardly be disputed. According to the author of Adapting online computer games to the EFL classroom , the new generations of students are growing up on computer games, and this fact has changed their expectations of and demands on education. The author suggests that to engage effectively these learners we must present language learning as appealing to their interests and make it relevant to them (Mawer & Graham 2007). This report examines benefits and drawbacks of using video games in the language classroom. A list of game genres and relative activities is then presented. Finally, conclusions and suggestions are presented.

BENEFITS AND DRAWBACKS

Games have long been advocated for assisting language learning for a number of reasons. Engagement, motivation, interactivity, problem-solving approach, meaningful learning, are a few examples of benefits offered by video games. Firstly, games provide an engaging and effective learning environment. They focus on well-ordered problems where players learn by doing. Images and experiences are used to give deep meaning to the words and texts they read (Wright, Betteridge & Buckby 1984). In order to progress the game, learners are forced to understand the information presented in both written and oral dialogues (Jolley 2008 ; Turgut & rgin 2009). As a result, motivation to learn new words arises.

Alessandro Alesci

Learning languages through video games

Secondly, games are interactive and give immediate linguistic feedback. Using menus, selecting items, giving or following commands, interacting through a microphone, learners are forced to use the correct pronunciation, vocabulary or grammar (Turgut & rgin 2009). Equally important is the fact that good games create a relaxed environment. By lowering the affective filter, fears are bypassed creating the suitable environment for learning to take place. Moreover, when games are played in pairs or groups, collaborative playing and learning also arises. Social interaction as well as social skills are then developed (Wright, Betteridge & Buckby 1984). Thirdly, vocabulary is learned in a meaningful and fun way. Associating words with images, actions, goals and dialogue, learners understand how words attach to real world contexts or situations that they can create or manipulate. Students learn unknown words using different strategies: guessing from the context; looking in the dictionary; asking to people who know the target language (Turgut & rgin 2009). In doing so, they develop deep understanding and real learning. In addition, games add interest to what students might not find very interesting and add emotion to an otherwise dry environment (Wright, Betteridge & Buckby 1984). Finally, video games can be played outside the class. In doing so, they extend language learning beyond school time and provide a means for students to use the language outside of class time (Turgut & rgin 2009). Furthermore, by discussing the game, gameplay, problem-solving, they can create talk and text both in the game and outside of it providing new opportunities to use the target language (Turgut & rgin 2009). As with other learning activities, the employment of video games in the language classroom has some drawbacks. The range of languages available, compatible versions of the game, or its very language and content are a few examples.

Alessandro Alesci

Learning languages through video games

In the first place, given the limited popularity of certain video games, it may be hard to find certain titles translated in languages other than the original. In the second place, it may be hard to find a compatible version of the game to run on the latest platforms. Certain video games require particular software or console that may be too obsolete or hard to upgrade to be used for learning purposes. In the final analysis, the content of the game or the gameplay itself may constitute a drawback itself. Key vocabulary and concepts may be inappropriate or too difficult to understand (Turgut & rgin 2009).

EXAMPLES OF VIDEO GAMES

Multi-player games, role-play video games, logic video games are some kind of games that can be used effectively to teach languages. Role play video games, through the use of narratives, make clear their goals and give freedom to players to create their own stories through the consequential choices. In other words, their structure stress the importance of student centered learning (Cruz 2007). In addition, certain kinds of video games, through the use of microphones, texts and audio can involve all the basic language skills: listening, speaking, reading, and writing, as well as a number of problem-solving skills related to the game (Turgut & rgin 2009). In-game dialogues force the learner to develop aural skills, and can improve reading skills exposing the player to heavy amounts of written text ( Jolley 2008 ; Cruz 2007).

Alessandro Alesci

Learning languages through video games

Multi-players video games develop cooperative skills. They build cooperation and team spirit, and encourage everyone to take a turn (Wright, Betteridge & Buckby 1984; Reinders 2012; Cruz 2007). Logic games can connect to a variety of intelligences. Games played with others involve interpersonal intelligence; games involving drawing connect with visual/spatial intelligence; games that have interactive elements, such as cards, spinners, or pieces, connect with bodily/kinesthetic intelligence (Wright, Betteridge & Buckby 1984).

ACTIVITIES WITH GAMES AND VIDEOGAMES

Role-play Games Activities

As a pre-play activity, the teacher may start giving information about the characters and the game. Vocabulary, sentence structure, topic, setting, may be discussed and related to students previous knowledge. Conversely, rather than involving new information, games used to revise and recycle previously studied content (Cruz 2007). Keeping a journal is an activity that relates to writing and vocabulary. A record of students progress, annotations of what they liked or disliked are some suggestions. Role-play video games feature elements of literature, like flashbacks and foreshadowing, and follow a book like structure: introduction, rising action, climax, descending action and resolution. Likewise a book, students may be asked to write a report on it. Moreover, because some games leave open endings, alternative conclusions or sequels to the story can be written (Cruz 2007).

Alessandro Alesci

Learning languages through video games

Character analysis tasks focus on writing skills. Beginners may just draw the characters of the game and describe how they look, act, and talk. Advanced students could write about their behaviour, thoughts and purposes (Cruz 2007). Oral presentations or short plays can be used as speaking tasks. The most important parts of the story may be dramatized into dialogues or role-plays to be performed in front of the class (Cruz 2007). Quizzes and cloze activities can be used to check reading comprehension. Likewise a book, a movie or a play, comprehension can be checked through multiple choices, open-ended questions or gap-filling tasks (Cruz 2007).

Walkthroughs Based Activities

The walkthrough of the game, also known as cheat, is an account in the form of narrative of all the actions to be followed in order to progress with the gameplay. Easily found on the Internet, these documents can be used to create a range of activities (Mawer & Graham 2007). Cloze walk through writing activities can completed while playing the game. The narrative of the events contains some gaps that have to be filled with the correct vocabulary or verb (Mawer & Graham 2007). Relay reading is a speaking and listening activity. Performed in pairs, one reads the information contained in the walkthrough, then information has to be paraphrased to the partner who plays the game (Mawer & Graham 2007). Game dictogloss can be used as a writing activity. While the teacher is playing, students have to write all the actions and steps needed in order to progress with the game. This is a good exercise to practice with grammar and vocabulary of the game. Moreover, in order to practice with verb tenses, the same activity can be done using the past tense (Mawer & Graham 2007).
Alessandro Alesci 5

Learning languages through video games

The walkthrough of the game can be used as as a text to be comprehended in order to complete the game. It can be studied covering vocabulary and sentence structure prior to the game play (Mawer & Graham 2007). Observation can be used by beginners focusing on learning the vocabulary of the game. True/false questions may be used to check or assess comprehension. Conversely, students can also be asked to put a series of events in order (Mawer & Graham 2007). Watch and say activities constitute a good method to teach and practice with imperatives. The teacher has the control of the character and students using imperatives and vocabulary tell him what to do in order to proceed with the game (Mawer & Graham 2007). Class debates based on particular topics of the game, as environmental issues or social issues, can be used as speaking activities (Cruz 2007). word count: 1523

CONCLUSIONS
This report has shown how a correct use of video games in the language classroom has teaching and learning potentials not to be neglected. Advantages stress important aspects of employing video games as an increase in motivation, learners autonomy, engagement and meaningful learning. A number of engaging activities as cloze tasks, written reports, character analysis and dramatizations can be adapted or created on role-play video games.

Alessandro Alesci

Learning languages through video games

REFERENCES
Mawer, K & Graham, S. 2007, Adapting Online Computer Games to the EFL Classroom, Accessed 02 October 13 at: http://evogaming.wikispaces.com/AdaptingOnlineComputerGamesfortheClassroom. Reinders, H. 2012, Digital Games in Language Learning and Teaching, Palgrave Macmillan, Basingstoke. Turgut, Y. & rgin, P. 2009, "Young learners language learning via computer games", Procedia - Social and Behavioral Sciences, vol. 1, no. 1, pp. 760-764. Jolley, K. 2008, "Video Games to Reading: Reaching out to Reluctant Readers", The English Journal, vol. 97, no. 4, pp. 81-86. Cruz, J. Q. (2007). Video games and the ESL classroom. The Internet TESL Journal, XIII, 3. Wright, A., Betteridge, D. & Buckby, M. 1984, Games for language learning, Cambridge University Press, Cambridge

Alessandro Alesci