Published in association
with the JALT CALL SIG
About this Journal
Information for Authors
Related Publications
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
Proceedings of the XXIst International CALL Research Conference
Insights into Professional Development in Language Teaching
Smart CALL: Personalization, Contextualization, & Socialization


This work is licensed under a Creative Commons Attribution 4.0 International License.

Attitudes towards digital game-based language learning among Japanese university students
Michael Hofmeyr 
– The notion that digital games can be effectively employed as tools for learning and teaching has steadily been gaining traction among educational theorists and researchers, with numerous empirical studies pointing to the potential benefits of games for skill and knowledge development.
Author(s) | |
---|---|
Paper type | Regular Article |
Pages | 26-52 |
Year | |
DOI |
Abstract
The notion that digital games can be effectively employed as tools for learning and teaching has steadily been gaining traction among educational theorists and researchers, with numerous empirical studies pointing to the potential benefits of games for skill and knowledge development. However, a solid understanding of learners’ attitudes and concerns regarding this relatively novel pedagogical approach is also necessary for effective implementation in formal learning contexts. It cannot be taken for granted that today’s learners will accept game-based approaches simply because these learners tend to be more accustomed to advanced technologies than those of previous generations. The aim of this mixed-methods empirical study is thus to help elucidate learner beliefs and attitudes regarding digital game-based language learning with survey data collected from 112 undergraduate student participants at a large public university in Japan. The findings reveal that learners generally held positive attitudes towards DGBLL before taking part in any intervention and, after playing a cooperative digital game over six weekly sessions, reported stronger positive attitudes towards this pedagogical approach. In contrast to the results of earlier studies, gender was not found to be a statistically significant predictor of attitude towards DGBLL in this sample. However, two other demographic factors, namely information technology literacy and digital gaming experience, correlated positively with several measures of attitude. The learners considered enjoyment to be the most important advantage of using digital games for language learning. However, many also expressed doubts regarding the effectiveness of game-based language education.
Suggested citation
Michael Hofmeyr. (2023). Attitudes towards digital game-based language learning among Japanese university students. The JALT CALL Journal, 19(1), 26–52. https://doi.org/10.29140/jaltcall.v19n1.681Please wait while flipbook is loading. For more related info, FAQs and issues please refer to documentation.