Digital Gameplay for Task-Based Language Teaching: Task and Learning Outcomes and Learner Perceptions in a Low-Proficiency Russian Classroom.
Saved in:
| Title: | Digital Gameplay for Task-Based Language Teaching: Task and Learning Outcomes and Learner Perceptions in a Low-Proficiency Russian Classroom. |
|---|---|
| Authors: | Johnson, A. Jakob1 (AUTHOR) ajakobjk@gmail.com, Vyatkina, Nina2 (AUTHOR) vyatkina@ku.edu |
| Source: | CALICO Journal. 2025, Vol. 42 Issue 3, p383-412. 30p. |
| Subject Terms: | *Second language acquisition, *Computer assisted language instruction, *Gamification, *Language teachers, *Student attitudes, *Language ability, Oral communication |
| Abstract: | Students in beginning language learning classrooms are often hesitant to speak in the target language, lack opportunities to deviate from scripted dialogues, and/or otherwise struggle with ability and willingness to communicate spontaneously, especially when they are concerned about being correct (Wallo & Godwin-Jones, 2021). This study uses Task-Based Language Teaching (TBLT) and Digital Game-Based Language Learning approaches to address these concerns in beginning Russian classrooms. TBLT focuses on meaningful tasks with nonlinguistic outcomes, yet where language use is essential for achieving these outcomes. Research in Digital Game-Based Language Learning, including with commercial off-the-shelf games, shows promise for TBLT. One such game, Keep Talking and Nobody Explodes, has been effectively used in L2 classrooms, enjoyed by learners, and encouraged negotiation for meaning. However, its compatibility with TBLT, learning outcomes, and effectiveness for learners of low proficiency and less commonly taught languages have not been thoroughly explored. This study addresses these gaps using the TBLT microevaluation framework, including response-based, learning-based, student-based, and affordance-based evaluation. Twenty novice-to-intermediate students from three Russian classes at a Midwestern US university played the game for two to three class periods. Data from observations, recordings, and interviews was analyzed using descriptive statistics and thematic analysis. Learners successfully completed many game tasks, improving in fluency and lexical knowledge but not in grammatical accuracy. Learner reports confirmed increased L2 speaking confidence and lexical knowledge, providing insights into game affordances and limitations. Results further show in what ways the game meets all TBLT task criteria. The study concludes with pedagogical recommendations for using this game and other digital games and suggests future research directions. [ABSTRACT FROM AUTHOR] |
| Copyright of CALICO Journal is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Students in beginning language learning classrooms are often hesitant to speak in the target language, lack opportunities to deviate from scripted dialogues, and/or otherwise struggle with ability and willingness to communicate spontaneously, especially when they are concerned about being correct (Wallo & Godwin-Jones, 2021). This study uses Task-Based Language Teaching (TBLT) and Digital Game-Based Language Learning approaches to address these concerns in beginning Russian classrooms. TBLT focuses on meaningful tasks with nonlinguistic outcomes, yet where language use is essential for achieving these outcomes. Research in Digital Game-Based Language Learning, including with commercial off-the-shelf games, shows promise for TBLT. One such game, Keep Talking and Nobody Explodes, has been effectively used in L2 classrooms, enjoyed by learners, and encouraged negotiation for meaning. However, its compatibility with TBLT, learning outcomes, and effectiveness for learners of low proficiency and less commonly taught languages have not been thoroughly explored. This study addresses these gaps using the TBLT microevaluation framework, including response-based, learning-based, student-based, and affordance-based evaluation. Twenty novice-to-intermediate students from three Russian classes at a Midwestern US university played the game for two to three class periods. Data from observations, recordings, and interviews was analyzed using descriptive statistics and thematic analysis. Learners successfully completed many game tasks, improving in fluency and lexical knowledge but not in grammatical accuracy. Learner reports confirmed increased L2 speaking confidence and lexical knowledge, providing insights into game affordances and limitations. Results further show in what ways the game meets all TBLT task criteria. The study concludes with pedagogical recommendations for using this game and other digital games and suggests future research directions. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 07427778 |
| DOI: | 10.3138/calico-2025-0024 |
