The Effect of Gamified and Blended Modules on English as a Foreign Language Learners’ Language Skills

Yıl 2023, Cilt: 17 Sayı: 2, 809 - 830, 02.01.2024

Serhat Güzel , Cevdet Yılmaz

https://doi.org/10.17522/balikesirnef.1383324

Öz

Gamification is among the trendiest topics in the context of English language teaching. Despite numerous studies on the impact of gamified language learning, further research is essential to comprehend its dynamics across diverse contexts. Therefore, this study aimed to explore high school language learners’ certain language skills after seven weeks of gamified and blended language learning experience. A mixed-method research design was employed to understand the impact of gamified content on learners’ reading, vocabulary, grammar, and writing skills. Students’ reading, vocabulary, and grammar skills were measured with proficiency tests administered before and after the intervention whereas their writing competence was investigated through grading their written assignments. In addition, learners’ opinions regarding the experience were collected to relate the statistical findings to qualitative data. As a result, it was found that the gamified learning experience improved language learners’ language skills and learner opinions explained these outcomes adequately.

Anahtar Kelimeler

blended learning, English as a foreign language, gamification, language skills

Destekleyen Kurum

This study was supported by TUBITAK 2211 Domestic Graduate Scholarship Program

Oyunlaştırılmış ve Harmanlanmış Modüllerin İngilizceyi Yabancı Dil Olarak Öğrenenlerin Dil Becerilerine Etkisi

Öz

Oyunlaştırma, İngilizce öğretimi bağlamında en popüler konular arasında yer almaktadır. Oyunlaştırılmış dil öğreniminin etkisi üzerine çok sayıda çalışma olmasına rağmen, farklı bağlamlardaki dinamiklerini anlamak için daha fazla araştırma yapılması gerekmektedir. Bu nedenle, bu çalışma lise öğrencilerinin yedi haftalık oyunlaştırılmış ve harmanlanmış dil öğrenme deneyiminden sonra belirli dil becerilerini keşfetmeyi amaçlamıştır. Oyunlaştırılmış içeriğin öğrencilerin okuma, kelime bilgisi, dil bilgisi ve yazma becerileri üzerindeki etkisini anlamak için karma yöntemli bir araştırma tasarımı kullanılmıştır. Öğrencilerin okuma, kelime bilgisi ve dil bilgisi becerileri, öğretim öncesinde ve sonrasında uygulanan yeterlilik testleriyle ölçülürken, yazma yeterlilikleri öğrencilerin yazılı ödevlerinin notlandırılmasıyla ölçülmüştür. Ayrıca, istatistiksel bulguları nitel verilerle ilişkilendirmek için öğrencilerin deneyime ilişkin görüşleri de toplanmıştır. Sonuç olarak, oyunlaştırılmış öğrenme deneyiminin öğrencilerin dil becerilerini geliştirdiği ve öğrenen görüşlerinin bu sonuçları yeterince açıkladığı bulunmuştur.

Anahtar Kelimeler

dil becerileri, harmanlanmış öğrenme, oyunlaştırma, yabancı bir dil olarak İngilizce

Kaynakça

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