Ludic Language Pedagogy
  • Oct 20, 2020

York, J. (2020). Pedagogical considerations for teaching with games: Improving oral proficiency with self-transcription, task repetition, and online video analysis

 

Metadata

  • Author: James York
  • Reviewed by: Vita Kogen, Fredrick Poole
  • Volume and page numbers: 2 (p. 225 – 255)
  • Date of publication: 2020/10/20
  • Keywords: Board games, CAF model, Smartphones, TBLT, Transcription, YouTube
  • Cite: York, J. (2020). Pedagogical considerations for teaching with games: Improving oral proficiency with self-transcription, task repetition, and online video analysis. Ludic Language Pedagogy, 2, 225-255. https://doi.org/10.55853/llp_v2Art4

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Abstract

  • Background: Board games were utilized with rigorous pre and post-play activities in an EFL classroom context to promote L2 development.
  • Aim: The aim of this paper is to assess whether the post-play activities improved participants’ speaking skill.
  • Methods: Using complexity, accuracy and fluency measures, as well as reference to learners’ completed workbooks, output performance was analysed quantitatively.
  • Results: Output accuracy was significantly improved in the second gameplay session, however complexity and fluency dimensions were not affected. A number of common morphosyntactic errors were also left unnoticed.
  • Conclusion: Whilst student-driven post-tasks aided learners’ L2 development; particularly along the accuracy dimension, additional teacher instruction is required.
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