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РОЛЬ ИНОСТРАННОГО ЯЗЫКА В ФОРМИРОВАНИИ ПРОФЕССИОНАЛЬНОЙ КОМПЕТЕНТНОСТИ СТУДЕНТОВ-МЕДИКОВ ... : THE ROLE OF A FOREIGN LANGUAGE IN DEVELOPMENT OF PROFESSIONAL COMPETENCE OF MEDICAL STUDENTS ...
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Preservice Teachers’ Knowledge and Attitudes toward Digital-Game-Based Language Learning
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In: Education Sciences; Volume 12; Issue 3; Pages: 182 (2022)
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TEACHING ENGLISH THROUGH INTERACTIVE GAMES IN A HIGHER EDUCATIONAL ESTABLISHMENT ...
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TEACHING ENGLISH THROUGH INTERACTIVE GAMES IN A HIGHER EDUCATIONAL ESTABLISHMENT ...
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The BioVisualSpeech corpus of words with sibilants for speech therapy games development
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Game on: a leitura em jogo na sala de aula de língua estrangeira ; Game on: reading at play in the foreign language classroom
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Vogelmann, Talisson Subtil. - : Universidade Tecnológica Federal do Paraná, 2022. : Curitiba, 2022. : Brasil, 2022. : Programa de Pós-Graduação em Estudos de Linguagens, 2022. : UTFPR, 2022
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Videogames in formal English language learning ; Videogames na aprendizagem formal de Língua Inglesa
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In: Entrepalavras; v. 11, n. 3 (11): Linguagem e Tecnologia; 211-232 (2022)
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Abstract:
As videogames rise in popularity, it is necessary to study their importance in teaching environments. This paper presents activities developed to verify students’ reception in relation to videogame’s usage as classroom practice on an intermediate level class of the English Language Extension Course (CELIN), at the Federal University of Viçosa. Game activities suggested by Oliveira and Campos (2013) were used as basis, with other authors’ contributions. The activities were developed using three videogames (Keep Talking and Nobody Explodes, The Sims and Life is Strange), according to the linguistic topics planned for the course. At the end of each activity, students were asked to write Action Logs (MURPHEY, BARCELOS & MORAES, 2014) in order to report their feelings and expectations, and at the end of semester, a written and visual narrative about their experiences in class. The written narratives and Action Logs were analyzed through the language learning frame of reference, presented by Miccoli, Bambirra and Vianini (2020). This paper focuses on exploring only the Action Logs and written narratives. The reports show that active participation games were more accepted, and although they had minimal previous experiences with videogames, students perceived how the activities helped their learning and autonomy. The teacher role as a mediator on the process of adopting digital practices is highlighted, searching for solutions to classroom’s technical, practical and social differences. ; Com a popularidade dos videogames, torna-se necessário o estudo sobre a sua importância em ambientes de ensino. Neste trabalho, apresentaremos atividades desenvolvidas para verificar a recepção dos estudantes com relação ao uso de videogames como prática de sala de aula em uma turma de nível intermediário do Curso de Extensão em Língua Inglesa (CELIN), na Universidade Federal de Viçosa. Utilizamos como base atividades com games relatadas por Oliveira e Campos (2013), com contribuições de outros autores. As atividades foram desenvolvidas utilizando três videogames (Keep Talking and Nobody Explodes, The Sims e Life is Strange), seguindo o tópico linguístico proposto no planejamento do curso. Ao final de cada atividade, foi pedido aos alunos a escrita de Action Logs (MURPHEY; BARCELOS; MORAES, 2014) para relatar seus sentimentos e expectativas; ao final do semestre, foram solicitadas uma narrativa escrita e uma narrativa visual sobre suas experiências nas aulas. As narrativas escritas e Action Logs foram analisadas segundo o marco de experiências de aprendizagem formal de línguas, proposto por Miccoli, Bambirra e Vianini (2020). Devido ao escopo deste artigo, exploramos apenas os Action Logs e as narrativas escritas. Os relatos mostram que jogos de participação ativa tiveram melhor recepção e, apesar da pouca experiência prévia com videogames, os alunos perceberam como as atividades auxiliaram em seu aprendizado e no exercício de sua autonomia. Também destacamos o papel do professor como mediador no processo de adoção de práticas digitais, buscando soluções para as diferenças técnicas, práticas e sociais na sala de aula.
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Keyword:
Ensino de Línguas. Letramento Digital. Jogos; Language Teaching. Digital Literacy. Games
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URL: http://www.entrepalavras.ufc.br/revista/index.php/Revista/article/view/2243
https://doi.org/10.22168/2237-6321-32243
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Playing With Unicorns: AI Dungeon and Citizen NLP
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In: Digital Humanities Quarterly, vol 14, iss 4 (2021)
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To Game, or Not to Game?: Addressing the Question of Cultural Scripts and Game use in Language Learning
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Les jeux sérieux, ludification et pédagogie: l'exemple de MP for a Week
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In: https://hal.archives-ouvertes.fr/hal-03251166 ; 2021 (2021)
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METHODOLOGICAL APPROACHES OF TEACHING RUSSIAN AS A FOREIGN LANGUAGE ...
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Design of Educational Tools Based on Traditional Games for the Improvement of Social and Personal Skills of Primary School Students with Hearing Impairment
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In: Sustainability ; Volume 13 ; Issue 22 (2021)
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How to Run Your Own Online Business: A Gamification Experience in ESL
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In: Education Sciences ; Volume 11 ; Issue 11 (2021)
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Playing with Language: Three Language Games in the Gulf of Guinea
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