Facebook Games and English Language Learners: What Student Teachers Say?

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    23-Dec-2014

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A case study that was conducted exploring Libya student teachers' views about using Facebook games in the English language classroom.

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  • 1. Facebook Games and EnglishLanguage Learners:What Student-teachers Say?Presented by:Entisar Elsherif, Indiana University of PennsylvaniaFatma Dreid, University of TripoliDigital Literacies SymposiumDigital Literacies in and Beyond the L2 ClassroomHosted by the Center for Educational Resources in Culture, Language, and Literacy

2. Outline Introduction Facebook Games project Research Questions Research Design Results Conclusion References Photos of Facebook Games 3. IntroductionThe learning process should be interesting,easy and it should be fun to learn. It alsoshould fit with an everyday task and theworking environment in order to achieveoptimum results(Pivac & Dziabenko, 2010, p. 1). 4. Games are effective tools for learningbecause they offer students a hypotheticalenvironment in which they can explorealternative decisions without the risk of failure.Thought and action combined into purposefulbehavior to accomplish a goal. Playing gamesteaches us not to strategize, to consideralternatives, and to think flexibly(Martinson & Chu, 2008, p. 478). 5. The idea of this studycame out of Dr GianPagnuccis class. In hisTechnology & Literacycourse, Entisar and herpeers were asked toplay Facebook gamesfor a week, reflect onthe experience eachday of the week, andpost the reflections ontheir research blogs. 6. After that, we discussed the idea of conducting astudy on using Facebook games to explore ourstudents views about using games in the Englishclassroom. Since our students use Facebook forcommunication why dont we encourage them touse games for game-based learning. 7. Facebook Games Project Students choose from a list of Facebook games They play Facebook games for a week then do thefollowing:- prepare a PPT presentation- present their game and their views about the game- write reflections about the games and their experiences 8. Students chose from the following list ofFacebook games: Royal Story Words of Wonder Village Life Lucky Supermarket Hidden Chronicles Criminal Case Zoo World FarmVille Hay Day Threads of Mystery CityVillePhotos of the games are listed after the references. 9. Students prepare a presentation in which theyanswer the following questions: Describe the game (Use pictures and illustrations).Would you recommend the game? Why?/ Why not? Was there anything you didnt know before playing thegame? What did you do to understand the tasks of thegame? What kind of knowledge did you gain whileplaying? Reflect on your group work: what did you do as a groupto prepare the presentation? How did you find playing thegame together? As a future English language teacher: do you think thatFacebook Games might help English learners improvetheir language proficiency? How? If not, why? How mightyou use Facebook games to teach English? 10. Students write one-page reflections thatinclude: What do you think of this project?, Do you think games can be used as language learningtools?, What would you recommend to improve this project infuture classes?, and Any other ideas or points of view you would like to share. 11. Research Questions What are the Libyan English language student teachersviews about using Facebook games as a languageteaching tools? After playing Facebook games for a while, do they planto use Facebook games in their English languageclassroom? 12. Research Design Methodology: Qualitative Case Study Study site: English language teacher education program at theFaculty of Education at a Libyan university. Participants: 25 Libyan student-teachers taking the Eng214Listening & Speaking 3 Course Data Collection sources: students presentations, studentsreflective journals, and interviews. Data Analysis: line-by-line reading and memoing, and thencoding. 13. Since this project is still in progress, this presentationdetails the results derived from the student teacherspresentations and reflective journals. The following slides are some of the student teacherspresentations and parts of their reflections. 14. Examples of Student PresentationsCriminal Case Hay Day 15. Results What are the Libyan English language student teachers viewsabout using Facebook games as a language teaching tools?Data indicated that most of the student teachers found playingFacebook games as beneficial to language learners. Only fivestudent thought that Facebook games were waste of timeand should not be used in the language English classroom. After playing Facebook games for a while, do they plan touse Facebook games in their English language classroom?Students who were in favor of using Facebook games in theEnglish language classroom plan to use these games to teachvocabulary, reading, listening and speaking, and writing. 16. Most of the student teachers comments were positive. Student teachers positive comments showed that theyenjoyed playing the games individually and in groups. Student teachers comments also showed that theylearned while playing. Student teachers comment showed that games-basedlearning is motivating. 17. Student teachers thought that Facebook games: A great source for vocabulary learning. Teach how to follow instructions. Fun to learn while playing. Great for learning problem-solving strategies. Playing as a group enhances group work. Some games were suitable for various levels oflanguage proficiency. 18. Student teachers preferred using Facebook games to teachvocabulary since they found many new words. They alsothought that Facebook games gave them the chance to learnwords from context. Since they presented about the games, they reported thebenefits of using Facebook games as topics for classroomdiscussion. Student teachers believed that reading the instructions or anyinformation s provided in the games help English learnersimprove their reading skills. Student teachers stated that Facebook games could be usedfor descriptive writing. 19. Some of them, however, thought thatFacebook games are waste of time and: Time consuming. Discouraging, because in some games, theyfaced difficulties in getting the tasks done. Boring, because they were repeating thesame task everyday Not suitable for students with high levels oflanguage proficiency because they didntenjoy them or they didnt find any newinformation. 20. Conclusion Facebook games are not only a source of entertainment, but also canbe used as source of learning. Properly designed activities thatinclude Facebook games can stimulate students language learning. Even though 5 student teachers thought that using games in theEnglish language classroom was not beneficial, 20 student teachersfound Facebook games motivating and effective in English languageteaching and learning. This is an exploratory study. So, our results can not be generalized.However, these results can provide a platform for other studies andcan encourage language teachers to use Facebook games for games-basedlearning. Further research is needed, a research design that includes a controlgroup and an experimental group might provide a more completepicture about using Facebook games in the English languageclassroom. 21. References Foreman, J. (2003). Next generation educational technologyversus lecture. Educause Review, July/August, 12 22. Pagnucci, G. (2014). Assignments.http://www.english.iup.edu/pagnucci/courses/808/assignmentdeadlines/assignments-2014fall.htm Martinson, B. & Chu, S. (2008). Impact of learning style onachievement when using course content delivered via a game-basedlearning object. In Ferdig, R. E. (ed.). Handbook ofresearch on effective electronic gaming in education (pp. 478 488). Pennsylvania: IGI Global.