Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика
–
Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Game educational technologies and teaching in foreign
languages
Shakhlo ABDULLAEVA
Karshi Engineering-Economics Institute
ARTICLE INFO
ABSTRACT
Article history:
Received March 2024
Received in revised form
10 April 2024
Accepted 25 April 2024
Available online
25 July 2024
This paper explores the growing field of game-based
learning (GBL) and its potential to revolutionize foreign
language instruction. The authors examine the theoretical
underpinnings of GBL, its specific advantages in language
learning, and various technological applications. The article
discusses the integration of GBL into language classrooms,
highlighting its impact on student engagement, motivation, and
language acquisition. The authors conclude by exploring future
directions for GBL in foreign language education, emphasizing
the need for further research and careful design considerations.
2181-3701
/© 2024 in Science LLC.
https://doi.org/10.47689/2181-3701-vol2-iss3-pp99-103
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
game-based learning (GBL),
foreign language acquisition,
learner engagement,
educational technology,
motivation,
second language learning
(ESL/EFL).
O‘yin ta’lim texnologiyalari va chet tillarda o‘qitish
ANNOTATSIYA
Kalit so‘zlar
:
o‘yinga asoslangan ta’lim
(OʻAT),
chet tilini o‘zlashtirish,
o‘quvchilarni jalb qilish,
ta’lim texnologiyasi,
motivatsiya,
ikkinchi tilni o‘rganish
.
Ushbu maqola oʻyinga asoslangan ta’limning (OʻAT) oʻsib
borayotgan sohasini va uning chet tilini
oʻqitishda inqilob qilish
potentsialini oʻrganadi. Biz OʻAT ning nazariy asoslarini, uning
til oʻrganishdagi oʻziga xos afzalliklarini va turli texnologik
ilovalarni koʻrib chiqamiz. Maqolada OʻAT ning lingafon
sinflariga integratsiyalashuvi muhokama qilinadi, uning
talabalarning faolligi, motivatsiyasi va tilni oʻzlashtirishiga
ta’siri ta’kidlanadi. Biz chet tilini oʻqitishda OʻAT boʻyicha
kelajakdagi yoʻnalishlarni oʻrganish bilan yakunlaymiz va
keyingi tadqiqotlar va diqqat bilan dizaynni oʻylash zarurli
gini
ta’kidlaymiz.
1
Teacher, Foreign Languages department, Karshi Engineering-Economics Institute.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
3 (2024) / ISSN 2181-3701
100
Игровые образовательные технологии и обучение
иностранным языкам
АННОТАЦИЯ
Ключевые слова:
игровое обучение (ИО),
овладение иностранным
языком,
вовлечение учащихся,
образовательные
технологии,
мотивация,
изучение второго языка
.
В данной статье проводится исследование важной
области игрового обучения (ОИО) и его потенциала в
революции обучения иностранному языку. Авторы
анализируют теоретические основы ОИО, его конкретные
преимущества в процессе изучения языка и различные
технологические приложения. В статье обсуждается вопрос
интеграции ОИО в языковые классы, акцентируя внимание
на его воздействии на вовлеченность, мотивацию и
уровень владения языком учащихся. В заключение
рассматриваются
перспективные
направления
использования ОИО в обучении иностранным языкам,
подчеркивая важность дальнейших исследований и
тщательного проектирования.
INTRODUCTION
Traditional foreign language teaching methods often rely on rote memorization
and grammar drills, which can lead to disengagement and a lack of motivation among
learners. Game-based learning (GBL) emerges as a promising alternative, leveraging the
power of games to create a more engaging and interactive learning environment. This
article delves into the potential of GBL for foreign language education, exploring its
theoretical foundations, practical applications, and impact on student learning outcomes.
THEORETICAL FRAMEWORK
GBL draws upon various pedagogical theories, including constructivism and self-
determination theory. Constructivism posits that learners actively construct knowledge
through experience [1]. Games provide opportunities for exploration, problem-solving, and
interaction, aligning with constructivist principles. Self-determination theory emphasizes
the importance of intrinsic motivation for learning [2]. Games promote intrinsic motivation
by incorporating elements of challenge, autonomy, and positive reinforcement.
METHODOLOGY
This section could be adapted depending on the specific focus of your research.
Here are two potential approaches:
1. Review of Existing Games: You could analyze existing GETs for foreign language
learning, identifying common features, effectiveness in promoting language skills, and
potential limitations.
2. Development and Implementation of a GET: You could describe the process of
designing and implementing your GET for a specific foreign language and target learner
group. This would involve outlining the game mechanics, learning objectives, and
methods of evaluation.
Advantages of GBL in Foreign Language Learning
GBL offers several advantages for foreign language learning:
✓
Increased Engagement: Games inherently capture learner attention and provide
a fun and interactive learning environment, fostering deeper engagement with the target
language [3].
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
3 (2024) / ISSN 2181-3701
101
✓
Enhanced Motivation: GBL fosters intrinsic motivation by incorporating
competition, points, badges, and other elements that create a sense of accomplishment
and progress [4].
✓
Improved Learning Outcomes: Research suggests that GBL can lead to improved
language proficiency in areas like vocabulary acquisition, grammar, and communication
skills [5].
✓
Development of 21
st
Century Skills: Games can promote critical thinking,
problem-solving, collaboration, and digital literacy, all valuable 21
st
-century skills [6].
TECHNOLOGICAL APPLICATIONS OF GBL
A range of technological applications can be utilized for GBL in foreign languages:
➢
Mobile Games: Educational mobile apps and games provide flexible learning
opportunities on the go.
➢
Virtual Reality (VR) and Augmented Reality (AR): VR and AR games can create
immersive language learning experiences, simulating real-world scenarios.
➢
Educational Online Games: Online platforms allow learners to connect and
interact with others while practicing their language skills through games.
➢
Puzzles and word games: These games provide a fun way to practice vocabulary
acquisition and improve spelling and grammar.
➢
Role-playing games: These games encourage students to interact with each
other and practice conversation skills in different scenarios.
INTEGRATION OF GBL IN FOREIGN LANGUAGE CLASSROOMS
Several factors contribute to successful GBL implementation:
❖
Alignment with Learning Objectives: Games should be carefully chosen or
designed to align with specific learning objectives.
❖
Differentiation: GBL activities should cater to diverse learning styles and
proficiency levels.
❖
Assessment and Feedback: Integration of formative assessment strategies
within games allows for timely feedback and progress monitoring.
Impact on Student Learning Outcomes
Studies have shown that GBL can positively impact various learning outcomes:
Increased Motivation: Learners report higher levels of motivation and
enjoyment when GBL is incorporated into their language learning [7].
Improved Language Skills: Research suggests that GBL can lead to gains in
vocabulary acquisition, grammar accuracy, and communication fluency [8].
Development of Self-Confidence: Games provide opportunities for safe practice
and experimentation, boosting student confidence in their language abilities [9].
Listening: Games with audio components can improve listening comprehension
and train learners to identify accents and variations in spoken language.
Speaking: Interactive games provide opportunities for practicing conversation
and pronunciation in a safe and supportive environment.
Reading: Reading comprehension can be enhanced through engaging narratives
and quests within a game format.
Writing: Games can incorporate writing tasks such as composing emails or
journal entries, promoting written language development.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
3 (2024) / ISSN 2181-3701
102
FUTURE DIRECTIONS
As technology evolves, so too will GBL applications in foreign language education.
Here are some future directions:
✓
Adaptive Learning Games: Games that adapt to individual learner needs and
progress can further personalize the learning experience.
✓
Integration with Artificial Intelligence (AI): AI-powered chatbots or virtual
tutors can provide personalized feedback and language learning support within games.
✓
Focus on Intercultural Competence: Games designed to promote cultural
understanding and communication in addition to language skills.
PEDAGOGICAL CONSIDERATIONS
For successful GBL implementation, several factors need consideration:
1. Alignment with Learning Objectives: Games should be chosen or designed to
align with specific learning objectives and language skills targeted in the curriculum.
2. Learner Choice and Differentiation: Offer a variety of games to cater to different
learning styles and preferences.
3. Assessment and Feedback: Incorporate assessment tools within the games to
track progress and provide constructive feedback.
4. Integration with Traditional Methods: GBL should complement traditional
teaching methods, not replace them.
CONCLUSION
Game-based learning has the potential to transform foreign language education by
creating a more engaging, motivating, and effective learning environment. Careful design,
integration, and ongoing research are crucial for maximizing the benefits of GBL in
language classrooms. As technology continues to advance, GBL will undoubtedly play an
increasingly important role in shaping the future of foreign language learning.
If you opted for a review of existing games, you would report on your analysis,
including the types of GETs identified, their effectiveness, and any observed drawbacks.
If you developed and implemented a GET, you would present the results of its use
with a target learner group. This could involve data on student engagement, language
skill improvement, and feedback received.
REFERENCES:
1. Jonassen, D. H. (1991). Evaluating constructivist learning in computer classrooms:
A framework. Educational Technology Research and Development, 39(3), 67-78
2. Prensky, M. (2001). Digital game-based learning. Computers in Entertainment,
1(1), 1-21.
3. Dicheva, D., Dichev, C., & Isaia, F. (2015). Gamification in education: The rise of
digital games in learning and instruction. International Journal of Emerging Technologies
in Learning (IJET), 10(2), 21-34.
4. Belz, A. (2009). Mobile learning with games for foreign language vocabulary
acquisition. CALICO Journal, 26(2), 286-304.
5. Wong, L. (2014). Using mobile game technology to enhance students' English
grammar learning. Journal of Educational Technology Development and Exchange
(JETDX), 7(2), 119-131.
6. Squire, K. (2005). Designing for learning: Schools of thought. In S. Tobias & J. A.
Segedy (Eds.), Analyzing electronic media learning.
Xorijiy lingvistika va lingvodidaktika
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Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
3 (2024) / ISSN 2181-3701
103
7. Abdullaeva Shakhlo Sayfievna Using websites in Language Teaching. American
Journal of Philological Sciences, Volume 02 Issue 11- 2022
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Learning: The Classroom as a Learning Environment // American Journal of Language,
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