Reid, R. (2024). An investigation of the language learning opportunities in collaborative dialogues during tabletop game play

Reid, R. (2024). An investigation of the language learning opportunities in collaborative dialogues during tabletop game play

Metadata

• Author: Robin Reid
• Reviewed by: Mark Johnson, James York
• Volume and page numbers: 6 (p. 94 – 107)
• Date of publication: 2024/11/05
• Keywords: Tabletop games, Task-based, Socio-cognitive, Collaborative dialogues, Language Related Episodes
• Cite:

Reid, R. (2024). An investigation of the language learning opportunities in collaborative dialogues during tabletop game play. Ludic Language Pedagogy, 6, 94-107. https://doi.org/10.55853/llp_v6Art2

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Key Points

• Background: Tabletop games have been a frequent addition to task-based classroom activity.
• Aim: This study investigates the potential differences in learning opportunities that arise during collaborative dialogues between learners as they play tabletop games that differ in how they utilize player interaction.
• Methods: This study uses a qualitative analysis of task transcripts using the construct of the Language Related Episode.
• Results: Tasks did not produce any major differences in quality or number of LREs between games, but across games a vast majority of LREs were prompted specifically by cards with text during the game.
• Conclusion: Tabletop games may not afford an abundance of specific language talk, but more research is necessary to get a better idea of how learners handle L2 gaps during gameplay.