Foreign language practice in simulation video games
An analysis of game‐based FL use dynamics
Bibliographic Data
| ID | 8936062 |
|---|---|
| Authors | Karim Hesham Shaker Ibrahim (0000-0003-0037-0872, English Department Gulf University for Science and Technology (GUST), Block 5, Building 1, Office W1‐148, Mubarak Al‐abdullah Area, West Mishref Kuwait, corresponding author) |
| Year | 2019 |
| Volume | 52 |
| Issue | 2 |
| Pages | 335-357 |
| Publication date | 2019-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12388 |
| OpenAlex | W2950458577 |
| Language | EN |
| Citations received | 7 |
| References cited | 35 |
Video/digital games have grown into a mainstream language‐mediated activity that attracts millions of foreign language (FL) learners worldwide. While empirical studies have demonstrated that digital game‐based interactions offer valuable opportunities for FL practice and learning (e.g., Sundqvist & Wikström, 2015), little is known about the specific dynamics of FL use that facilitate FL learning. The present exploratory case study examined three Arabic learners’ game‐based FL use when playing the Arabic simulation‐management video game Baalty. The study was framed by an ecological approach to FL learning, and data were collected through gaming journals, interviews, observations, and think‐aloud protocol. Findings revealed that a number of specific dynamics including engagement, active FL use, and embodied meaning motivated, promoted, and scaffolded FL practice in the course of gameplay. Pedagogical and research implications are discussed
Cognitive science · Dynamics (music · Embodied cognition · Exploratory research · Foreign language · Human–computer interaction · Mainstream · Mathematics education · Meaning (existential · Multimedia · Pedagogy · Protocol analysis · Sociology · Think aloud protocol · Video game · Artificial Intelligence · Computer Science · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching
Process Research Screen Capture
A gamified analytical thinking skills learning approach for young learners’ Arabic language learning
Interweaving of self-regulated learning and game-based learning in higher education
A Bayesian Meta‐Analysis of Digital Game‐Enhanced Vocabulary Learning
Embodied modes in L2 French video reflections
Understanding L2 use in MMOGs
Playing a new game—An argument for a teacher‐focused field around games and play in language education
Research Methods in Education
Gaming as extramural English L2 learning and L2 proficiency among young learners
Input, Interaction, and Second‐language Acquisition
The Effects of Repetition and L1 Lexicalization on Incidental Vocabulary Acquisition
Does frequency count? Parental input and the acquisition of vocabulary
Evaluating Interpretive Inquiry
Problematizing transcription
Out-of-school digital gameplay and in-school L2 English vocabulary outcomes
Effects of Input Elaboration on Vocabulary Acquisition through Reading by Korean Learners of English as a Foreign Language
The Impact of Ecological Factors on Game‐Based L2 Practice and Learning
| Unique citing works | 7 |
|---|---|
| Citations per year | 1,4 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 7 |