TY - JOUR

T1 - Games People (Don’t) Play

T2 - An Analysis of Pre-Service EFL Teachers’ Behaviors and Beliefs Regarding Digital Game-Based Language Learning

AU - Blume, Carolyn

PY - 2020/1/2

Y1 - 2020/1/2

N2 - Despite the prevalence of digital gaming as a leisure activity and research attesting to the affordances of digital game-based language learning (DGBLL) for English as a foreign language (EFL), the use of DGBLL remains low, especially outside the United States. A survey was carried out in order to understand both the beliefs and behaviors of pre-service EFL teachers in Germany regarding DGBLL. Utilizing constructs from a variety of instruments, students were asked about their prior experience with digital media for language learning, their perceived language skills and language learning strategies, their digital game playing behaviors, their digital language learning behaviors, and their beliefs regarding DGBLL. The results demonstrate that the cohort engages in limited DGBLL despite holding generally positive beliefs about the activity. While favorable beliefs were found to be inversely related to prior experience in formal school settings, current engagement in game playing affects perceived English language skills and language learning strategies positively. These findings have significant implications for EFL teacher education as regards DGBLL and further illuminate the habits and attitudes of so-called “digital natives.”.

AB - Despite the prevalence of digital gaming as a leisure activity and research attesting to the affordances of digital game-based language learning (DGBLL) for English as a foreign language (EFL), the use of DGBLL remains low, especially outside the United States. A survey was carried out in order to understand both the beliefs and behaviors of pre-service EFL teachers in Germany regarding DGBLL. Utilizing constructs from a variety of instruments, students were asked about their prior experience with digital media for language learning, their perceived language skills and language learning strategies, their digital game playing behaviors, their digital language learning behaviors, and their beliefs regarding DGBLL. The results demonstrate that the cohort engages in limited DGBLL despite holding generally positive beliefs about the activity. While favorable beliefs were found to be inversely related to prior experience in formal school settings, current engagement in game playing affects perceived English language skills and language learning strategies positively. These findings have significant implications for EFL teacher education as regards DGBLL and further illuminate the habits and attitudes of so-called “digital natives.”.

KW - beliefs

KW - computer-assisted language learning (CALL)

KW - Digital game-based language learning (DGBLL)

KW - pre-service teachers

KW - Educational science

KW - Didactics of English as a foreign language

UR - http://www.scopus.com/inward/record.url?scp=85060569457&partnerID=8YFLogxK

U2 - 10.1080/09588221.2018.1552599

DO - 10.1080/09588221.2018.1552599

M3 - Journal articles

AN - SCOPUS:85060569457

VL - 33

SP - 109

EP - 132

JO - Computer Assisted Language Learning

JF - Computer Assisted Language Learning

SN - 0958-8221

IS - 1-2

ER -