Published in association
with the JALT CALL SIG
About this Journal
Information for Authors
Related Publications
Insights into Digital Literacy in Language Teaching
Online Language Teaching: Crises and Creativities
Insights into Teaching and Learning Writing
Insights into Autonomy and Technology in Language Teaching
Insights into Flipped Classrooms
Insights into Task-Based Language Teaching
This work is licensed under a Creative Commons Attribution 4.0 International License.
Japan university EFL students’ experience, attitudes, and perceived effectiveness of watching gameplay for language-learning purposes
Shawn Andersson
– Digital Game-based Language Learning (DGBLL) is a field that promotes language learning by combining game entertainment and mechanics inducive to learning.
Author(s) | |
---|---|
Paper type | Regular Articles |
Pages | 412-443 |
DOI | |
Year |
Abstract
Digital Game-based Language Learning (DGBLL) is a field that promotes language learning by combining game entertainment and mechanics inducive to learning. Researchers have proposed evidence of various language-learning benefits, yet downsides persist, such as negative stigmas, fewer female participants, and potential adverse learning consequences from splitting one’ s attention between interactivity and language learning. Recently, watching gameplay popularity has seen exponential growth, yet the potential for language-learning applications has not been considered. Soliciting stakeholders’ experience, attitudes, and perceived effectiveness is a critical determiner of user adoption for new technologies, predicting implementation success. This study first addresses the merit of watching gameplay as a pedagogical method through an overview of the available literature, concentrating on areas of insufficiency and opportunity. It then investigates students’ experience and perceptions to consider feasibility from a practical standpoint through a survey of 139 university students in Japan. The main findings include a higher proportion of watchers than players, including a higher percentage of females; positive responses regarding ease of use, learning opportunities, and preference, especially for learners who play or watch games. But learners also expressed a need for scaffolding support while voicing limitations in the perceived quality and practicality of the learned language.
Suggested citation
Andersson, S. (2022). Japan university EFL students' experience, attitudes, and perceived effectiveness of watching gameplay for language-learning purposes. The JALT CALL Journal, 18(3), 412–443. https://doi.org/10.29140/jaltcall.v18n3.764