Embedded Files
Integrating technology and video games into language education has become an innovative and engaging approach to enhancing students’ language acquisition, which I aimed to include in my teaching practice. Game theory in pragmatics has also supported the idea that games can simulate real-life interactions (Tang & Taguchi, 2020; Franke, 2009). Keeping this mind, it has allowed me to transform classroom environments through my design beyond traditional contexts that can significantly motivate students to fully immerse themselves in the target language.
Throughout my time in the LTS program, I completed 20 online modules on a site called EdApp. These modules, which serve as my first artifact, were provided by the Center for Applied Second Language Studies (CASLS) and focused on the category of Digitally-Mediated Language Learning (DMLL). Each module covered a different topic, with various options to choose from, such as Module 24: Game-Based Learning, Module 29: Digital Enhancements for Elementary Grades, and Module 20: Evidence Collection and Feedback in the Digital World. One module that stood out to me was Module 6: Digital Games and Language Learning, where I learned about three approaches: game-based, which is the use of games designed purposefully for language learning; game-enhanced, which is the use of commercial games for language learning; and game-informed, which is the application of game design principles into arenas that are traditionally not games. Learning this and knowing I am a big fan of incorporating gamified versions of activities or tasks in lessons, both as a learner and a teacher, I approached my second artifact with the information in mind.
Artifact 1
Artifact 2
This second artifact is from the Teaching and Learning Pragmatics class (LT538), where I applied my knowledge of DMLL. My peers Madison Bozzo, Mary Kate McBride, and I created a collaborative website focused on teaching L2 pragmatics, specifically on making and responding to requests in English. The website includes an activity and materials for an intermediate and adult English course in the US. With game theory in pragmatics in mind (Franke, 2009), our main activity involves students playing the game Sunrise Village in pairs. One student controls the character while the other takes notes on quests, requests, and orders. Sunrise Village is a mobile and browser game featuring farm exploration, regular updates, new events, and opportunities to fulfill requests made by the farmers. Students can build and customize their village, assist the in-game grandfather, solve puzzles, discover secrets, take care of farm animals, and also play with other online players for social interaction. After gameplay, pairs share their findings with the class to discuss patterns and common phrases, followed by writing their requests. The activity also includes watching videos on making and refusing requests, further class discussions, and homework to note real-life requests. We chose this approach as it leverages the use of digital components in the classroom, with students playing on a computer, utilizing videos, and engaging with their peers while acquiring the pragmatic skill of making and responding to requests (Thorne, et al., 2015; Tang & Taguchi, 2020).
References
Franke, M. (2009). Signal to act: Game theory in pragmatics. University of Amsterdam.
Tang, X., & Taguchi, N. (2020). Designing and using a scenario-based digital game to teach Chinese formulaic expressions. CALICO Journal, 37(1), 1–22.
Thorne, S. L., Sauro, S., & Smith, B. (2015). Technologies, identities, and expressive activity. Annual Review of Applied Linguistics, 35, 215–233. https://doi.org/10.1017/S0267190514000257
Page updated
Google Sites
Report abuse