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.