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The impact of collaborative writing using mobile games
among EFL students in a student-centered classroom
Mukhlisa DJURAEVA
1
Uzbek State World Languages University
ARTICLE INFO
ABSTRACT
Article history:
Received February 2023
Received in revised form
15 February 2023
Accepted 15 March 2023
Available online
25 April 2023
In the conditions of the State Educational Standards of the
Republic of Uzbekistan, foreign language teachers need to look
for new methods and means of teaching in order to increase the
efficiency of the educational process. A decrease in learning
motivation for learning a foreign language among students is
observed from early adolescence due to age characteristics, as
well as the specifics of a foreign language as an academic
subject. In this article, the authors address the issue of the
impact of collaborative writing using mobile games among EFL
students in a student-centered class. The use of computer
games is one example of the use of gamification techniques in
the educational process. Thanks to the use of gamification, the
motivation to learn a foreign language is increased by creating a
familiar environment for students.
2181-
1415/©
2023 in Science LLC.
https://doi.org/10.47689/2181-1415-vol4-iss2-pp227-232
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:
English as a foreign
language,
motivation,
computer games,
mobile games,
student-centered classroom,
gamification,
collaborative writing.
Talabalarga yo
‘
naltirilgan ta
’
limda talabalar o
‘
rtasida
ingliz tilini xorijiy til sifatida o
‘
qitishda mobil o
‘
yinlardan
foydalangan holda hamkorlikda yozishning ta
’
siri
ANNOTATSIYA
Kalit so
‘
zlar:
ingliz tili xorijiy til sifatida,
motivatsiya,
komputer o
‘
yinlari,
mobil o
‘
yinlar,
talabalarga yo
‘
naltirilgan
ta
’
lim,
gamifikatsiya,
hamkorlikda yozish.
O
‘
zbekiston Respublikasi DTSi sharoitida chet tili
o
‘
qituvchilari o
‘
quv jarayoni samaradorligini oshirish
maqsadida o
‘
qitishning yangi usul va vositalarini izlashlari
zarur. Talabalar orasida chet tilini o
‘
rganish motivatsiyasining
pasayishi yosh xususiyatlari, shuningdek, o
‘
quv predmeti
sifatida chet tilining o
‘
ziga xos xususiyatlari tufayli o
‘
smirlik
davridan kuzatiladi. Ushbu maqolada muallif talabalarga
yo
‘
naltirilgan ta
’
limda talabalar o
‘
rtasida ingliz tilini xorijiy til
1
Teacher, English Philology Faculty, Uzbek State World Languages University.
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sifatida o
‘
qitishda mobil o
‘
yinlardan foydalangan holda
hamkorlikda yozishning ta
’
siri masalasini ko
‘
rib chiqdi.
Komputer
o
‘
yinlaridan
foydalanish
o
‘
quv
jarayonida
gamifikatsiya texnologiyasidan foydalanishning bir misolidir.
Gamifikatsiyadan foydalanish tufayli talabalar uchun tanish
muhit yaratish orqali ingliz tilini o
‘
rganishga bo
‘
lgan
motivatsiya ortadi.
Влияние совместного письма с использованием
мобильных игр при обучении студентов английскому
языку
как
иностранному
в
студенческо
-
центрированном классе
АННОТАЦИЯ
Ключевые слова:
английский язык как
иностранный,
мотивация,
компьютерные игры,
мобильные игры,
студенческо
-
центрированный класс,
геймификация,
совместное письмо.
В
условиях
реализации
Государственных
образовательных стандартов в Республике Узбекистан
учителям иностранного языка необходимо искать новые
методы и средства обучения с целью повышения
эффективности образовательного процесса. Снижение
учебной мотивации к изучению иностранного языка у
обучающихся наблюдается с младшего подросткового
возраста в связи с возрастными особенностями, а также
спецификой иностранного языка как учебного предмета. В
данной статье авторы обращаются к вопросу влияния
совместного письма с использованием мобильных игр при
обучении студентов английскому языку как иностранному
в студенческо
-
центрированном классе. Использование
компьютерных игр является одним из примеров
использования технологии геймификации в учебном
процессе.
Благодаря
применению
геймификации,
мотивация к изучению иностранного языка повышается за
счет создания привычной для учащихся среды.
INTRODUCTION
In the information society, it is extremely difficult to overestimate the role of the
Internet and computers. Information and computer technologies have penetrated into all
spheres of human activity: work, education, and leisure. Computer games have become
part of the daily life of the modern generation of students. However, at present, computer
games have not been able to find a full-fledged practical application in the field of
education. At the moment, English language teachers use learning games designed
specifically for the introduction and development of language and speech material. The
use of computer games as a possible source of an authentic language environment has
not been widely reflected in the pedagogical literature.
It should be noted that the implementation of student-centered learning
significantly changes the principle of organizing the educational process. At one of the
international seminars,
“Student
-
Centered Learning: Approaches and Tools”, Harvard
University professor Manya Klemencic rightly noted that the former principle “What
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should the university do for students” in the framework of the implementation of
student-centered learning is rad
ically changing to the new principle “what should make a
student for his university and his studies in it.
At the present stage of education, the implementation of student-centered learning
at the university is only gaining ground, but there are reasons that prevent the
introduction of student-centered learning in higher educational institutions: the
unwillingness of universities to follow innovative development, adaptability to the
traditional educational process, orientation towards value attitudes and social needs,
solution of collective pedagogical problems [7]. These difficulties must be dealt with,
because student-centered learning is aimed at improving the quality and efficiency of
education, which cannot be improved without the main element - the student. Only
student-centered learning is able to increase the responsibility and self-organization of
the student, as a result of which the quality of educational activity also increases [3].
The purpose of this study is to study the theoretical foundations of the use of
computer games as an element of gamification technology in EFL (an English as a foreign
language) lesson in a student-centered class under the influence of joint writing, to
illustrate the possibilities of including the computer game Giant Sparrow
“
What remains
of Edith Finch
”
in the educational process.
THEORETICAL LITERATURE ANALYSIS
One of the ways to increase the motivation of students in foreign language lessons
is the introduction of gaming technologies into the learning process. In foreign and
domestic literature there is no single definition of the term motivation. So, one can find
the definition of motivation as awareness of the cause of activity and achievement of the
goal [1], a general term for the motivating force that directs human activity to actions to
satisfy needs, as well as a term that describes learning motivation as a set of processes,
methods, and means of motivating students to productive cognitive activity, active
development of the content of education [2]. Motivation is considered a system of
interrelated and subordinate motives of human activity and a set of motives that cause
human activity and lead to certain actions, thus determining the general orientation of
the individual [3]. Based on a set of definitions, in our work we will perceive motivation
as a set of motives that determine the line and strategy of the subject
’
s behavior, aimed at
meeting their own needs, achieving goals, providing the ability to give personal meaning
to events and activities, making decisions to justify their activities.
The development and increase of motivation are an important factors in learning.
The interest of students in learning a foreign language is especially reduced in
adolescence due to the age characteristics of students, as well as the specifics of the
subject itself. The introduction of Internet technologies in the educational process can be
an effective tool to increase learning motivation. Modern pedagogical technologies that
meet the needs of the current generation of schoolchildren are being intensively
introduced into the educational process.
In modern methodological literature, we were unable to find a definition of a
computer game. The Big Encyclopedic Dictionary calls a computer game “a technical
game in which the playing field is controlled by a computer or played on a display screen.
A computer game is one of the main and mass applications of microprocessor computing
technology related to leisure, upbringing, and education. The issues of using computer
games in teaching a foreign language are also not widely reflected in the pedagogical
literature.
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A decrease in motivation to learn a foreign language occurs in the middle level of a
general education school due to the age characteristics of adolescence. The main
stimulator of motivation is the activity of the teacher, on which the educational process
depends. Shomu
rodov O.A. notes: “For the lesson to be interesting, the teacher must be a
creative person. Only a person who is passionate about his work can captivate others.
One of the ways to increase motivation can also be computer games, a tool that in the
hands of a creative teacher will become the means that can captivate students.
The negative aspects of computer games [1] are widely noted in the literature,
including addiction, aggression, and health problems. However, Gulyamov S.T. indicates
that in the course of the student
’
s gaming activity, using additional computer tools,
mental neoplasms arise (theoretical thinking, developed imagination, the ability to
predict the result of an action, design qualities of thinking, etc.), the memory and
attention of children improve, motor coordination and coordination are formed joint
activity of the visual and motor analyzers [2]. Moreover, Savochkina I.V. notes that
computer gaming activity attracts all age groups of the population. That is why the
pedagogical importance of computer games is increasing [5].
RESEARCH METHODS AND RESULTS. Research methods include the study,
theoretical analysis, and generalization of pedagogical, psychological, and special
literature on the research problem.
In the course of using real computer games in the educational process, one of the
first questions that arise is how they can be used in educational activities. Most computer
games are a virtual world, with a huge number of characters and events, where the main
means of communication is the speech of the characters, dubbed by subtitles. Thus, based
on the specifics of EFL teaching, the use of computer games can be considered a means of
teaching listening or reading based on authentic material.
It is worth noting that, despite the seeming complexity of authentic material, many
computer games, like many books, have an accessible language for students, starting
from the middle level of a comprehensive school. Using a computer game, it is also
possible to teach both lexical and grammatical skills, since the computer game material
can act as an example of the use of collaborative writing when teaching students in a
student-centered class.
Let
’
s give an example of practical use based on the Giant Sparrow computer game
“
What Remains of Edith Finch
”
. Giant Sparrow is a surreal video game company. She is
known for such games as
“
What Remains of Edith Finch
”
,
“
Limbo
”
,
“
Inside
”
and others.
The company produced its first game in 2012.
“
What Remains of Edith Finch
”
is a
computer game that is a walking simulator, a game where the main activity of the player
is to control the movement of the character. This game tells the story of Edith Finch, a girl
who is exploring her own family mansion in search of an answer to the question of why
she was left the only representative of her family. Most critics are extremely positive
about the time spent playing this game [6]. The average passage of this game takes
2 hours, which is why it is necessary to divide the material into 4 lessons.
The impact of collaborative writing using mobile games among EFL students in a
student-centered classroom, full compliance with all stages of work is possible:
1. Pre-text stage: the creation of interest, activation of cognitive motives, and
removal of language difficulties. Students can determine the topic of a computer game,
and guess what this game or a fragment of the game will be about.
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2. Text stage: introduction of new lexical units. Tasks can be given to explain the
meaning of words, answer questions, and control understanding.
3. Post-text stage: using the plot of the game to develop the skills of
monologue/dialogical speech, and writing skills.
For each part of the game, the following types of tasks can be used when
collaborative writing:
1. Vocabulary tasks: tasks aimed at practicing words, such as making sentences,
selecting synonyms, completing a crossword puzzle, and explaining words in English.
These exercises allow you to systematize and consolidate the vocabulary, as well as
develop a language guess in students. Assignments are performed in the classroom under
the guidance of a teacher, after which it is expected to complete part of the game on their
own in the form of homework.
2. Tasks for understanding the material: answers to questions about the played
fragment.
3. Tasks for the development of monologue and dialogic speech skills - preparation
of a monologue on a given topic; writing skills - essay writing.
4. http://www. giantsparrow.com/about/.
5. https://www.ign.com/articles/2017/04/26/what-remains-of-edith-finch-review.
Students complete most of the tasks at home after completing a fragment of the
game. Then, in the lesson, new lexical units are worked out, the understanding of the past
fragment is monitored, and the written or oral tasks prepared by the student are
checked. In addition, in a student-centered classroom, a pre-text stage of work is being
carried out with the upcoming fragment of collaborative writing using mobile games
when teaching students EFL. This stage includes creating positive motivation for
students, reading words, and explaining tasks. You can learn more about the developed
tasks by clicking on the link: https://sites.google.com/view/whatremainsofedithfinch/.
Possible difficulties with the practical application of the use of computer games in
the educational process include the fact that most computer games do not involve the
repetition of the material presented or the replicas of the characters. Working with text
also allows you to return to the text for a more detailed acquaintance with the material.
The solution to this problem can be to record the passage of the game on video with the
subsequent publication of the material, for example, in the
“
YouTube
”
service.
This will also solve the problem of the lack of technical ability of some trainees
to play a computer game [7].
Another difficulty that may arise is the inability of some students to cope with the
material aimed at the advanced development zone. In such a situation, it is recommended
to use additional tasks that control the student
’
s familiarization with new words
presented for the impact of joint writing using mobile games in teaching students EFL in
a student-centered class.
CONCLUSIONS
In this article, the definition and impact of collaborative writing using mobile and
computer games among EFL students in a student-centered classroom were given, and
the issue of the application and teaching methods of EFL was studied. A computer game
is an auxiliary tool that allows you to fully implement a whole range of methodological,
didactic, pedagogical, and psychological principles in teaching, allowing students to
practically apply their knowledge, skills, and abilities in natural and familiar conditions.
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Computer and mobile games can be used as text with audiovisual accompaniment. The
conducted research allows us to conclude that when working with mobile and computer
games, it is necessary to apply the same tasks that are intended for joint writing in a
student-centered classroom. In addition, the possible risks of using the technology and
their possible solutions were described. The prospect of further research is the direct
practical inclusion of mobile and computer games in the educational process in order to
identify the possibility of increasing the level of motivation for learning EFL among
students in the student-centered classroom.
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Buronov K.M. Internet addiction as a threat to the information and psychological
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3.
Gulyamov S.T. Culture of students
’
leisure: approaches to development by means
of computer games. Bulletin of Science and Teaching. 2022. №3. pp. 206.
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Назарова А.А. Геймификация в образовании // Вестник Научных
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Савочкина И.В. Компьютерная игра как эффективное
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Sliva, Marty (April 26, 2017). "What Remains of Edith Finch Review". IGN //
https://www.ign.com/articles/2017/04/26/what-remains-of-edith
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