Digital Games in ELT - FLA7 Montevideo
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Presentation given at FLA7. Montevideo on the 11th October 2014: Foro de Lenguas de ANEP que se realizará los días 10 y 11 de octubre de 2014 en el Instituto de Perfeccionamiento y Estudios Superiores del CFE-ANEP (IPES, Asilo 3255, Montevideo). http://www.politicaslinguisticas.edu.uy/
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Digital Games in ELT - FLA7 Montevideo
- 1. Digital Games in ELT 7mo. Foro de Lenguas de ANEP Montevideo, Uruguay 11th October 2014 Graham Stanley - graham.stanley@gmail.com
- 2. Why digital games? http://www.theoryoffun.com/ http://artofgamedesign.com/
- 3. Class Survey & Results
- 4. DDeemmaanndd HHiigghh SSppeeaakkiinngg http://pencilkids.com/droppygame.html http://demandhighelt.wordpress.com/
- 10. Results “I think it went very well. It’s the kind of lesson you can make last a bit longer, or cut it short …to your needs. I thought it was very good the way the lesson was structured. In terms of classroom management, it was very easy to keep on top of the class because they were engaged not just by the game itself, but by the first part too. It also encouraged lots of language from the students. “ – Teacher involved in project
- 11. Thank you! Any questions? http://www.deltapublishing.co.uk http://www.digitalplay.info/blog
- 12. Further Reading: Game-Based Language Learning Mawer & Stanley (2011) Digital Play http://www.deltapublishing.co.uk/titles/methodology/digital-play Reinders (ed.) (Palgrave, 2012) Digital Games in Language Learning and Teaching Sykes & Reinhardt (Pearson, 2013) Language at Play: Digital Games in Second and Foreign Language Teaching and Learning
- 13. Further Reading: Game-Based Learning Bartle (New Riders, 2004) Designing Virtual Worlds Gee (Palgrave, 2003) What Digital Games Have to Teach Us About Learning and Literacy Gee (Routledge, 2004) Situated Language and Learning: A critique of traditional schooling Gee (Peter Lang, 2007) Good Video Games + Good Learning: Collected Essays Gee (Common Ground, 2005) Why video games are good for your soul Prensky (Paragon House, 2001) Digital game-based learning Prensky (Paragon House, 2006) Don't Bother Me Mom – I'm Learning!
Editor's Notes
- Using digital games in the ELT classroom to improve speaking fluency Presentation given at the 7the FLA in Montevideo, Uruguay on 11th October 2014 Graham Stanley is project manager for the British Council in Uruguay, working on the Plan Ceibal English project, teaching primary children English via video-conferencing. His first book, 'Digital Play: computer games and learning aims' won the 2011 ELTon (ELT Innovation award) for teacher resources, and his second book for teachers, 'Language Learning with Technology' was awarded the HRH Duke of Edinburgh award for ELT book of the year and was short-listed for an ELTon.
- Why digital games? The answer, of course is in the explosion of interest and activity related to video games. Video games are now one of the most popular free-time activities for much of the population. Another important factor is the massive interest in games design. There is now a very large body of work relating to what makes games work, and many writers have deconstructed successful video games and written about the components of games that make them work. With so much of so many people's time and energy being spent playing games, and in a world where educators are worried about declining attention spans of students, video games hint at a way of capturing students' attention and engaging them to learn.
- I decided to focus on speaking after a class survey showed that these 12 year-olds had problems speaking on their own in English. They found it boring and difficult – I decided to experiment to see if I could change their attitude and make the activity speaking feel more like fun as well as helping the students to do it better.
- I decided to use a game based on problem solving called Droppy. The reasons for doing this were based on the ideas behind Demand High ELT – I realised when exploring this, that the use of this computer game could be used to push students to speak at a higher level than they were doing.
- The activity used 5 screenshots of initial states from a puzzle game and corresponding screenshots of the same situations with the puzzles solved.
- The students were shown the initial states and asked to remember as much as possible from them. After this, the students had to remember as much as possible and to describe them to the class. I would award points and then ask if there was anyone else in the class who could describe the scene better. It was important here to insist on them not just adding information, but being able to say everything the other students said, but better.
- An example of another one of the mini games that needed solving
- Afterwards, I would show the 'after states' to check the answers and also get them to predict what had happened to solve the problem.
- And the solution – any idea what happened?
- The results were mainly positive. The other teachers involved in the project responded well and said the activity worked with their students. Most of the students who were surveyed showed a positive change in attitude and they also said speaking for longer periods on their own was easier. A few of the students, however, answered that it was more difficult and showed a negative change in attitude.
- Thank you for your attention You can find more ideas for class using digital games in this book and on this website.