|
Have Some Fun!The challenge of learning a second language is by no means an easy one. It often takes years of work, often coupled with bouts of de-motivation and frustration. One way a teacher can help a student maintain their motivation for learning a language is by keeping their classes interesting (as discussed with Theo in my Motivation & Goals mini-lecture). And one sure-fire way of making a class more interesting, and more fun, is by playing an age and level appropriate game.
|
What constitutes a game?
A game, as defined by Jill Hadfield (1990), is an activity with “rules, a goal and an element of fun” (p. v), and if employed correctly, are great tools for encouraging language use in class. Hadfield notes that "games provide as much concentrated practice as a traditional drill and more importantly, they provide an opportunity for real communication, albeit within artificially defined limits, and thus constitute a bridge between classroom and the real word" (Hadfield, 1990, p. v).
What are the benefits of games?
According to McCallum (1980) games can help focus students’ attention on specific structures, function as reinforcement activities, be used for review and enrichment, allow all students to participate, can be applied to all language skill areas (speaking, reading, writing, and listening), provide the teacher with immediate feedback (and a great feedback loop), and can result in increased levels of student participation.
Aside from the aforementioned pedagogical gains, games may also be used to defuse in-class tension, help students form bonds between one another, and to relieve class related stress. In addition, if implemented correctly, games are a great form of task-based learning and high-quality language practice.
What are the drawbacks of games?
Although games have proven to be effective pedagogical aids in a range of settings, if games are used in an inappropriate way they may inadvertently detract from learning instead of enhance it. For example, research has shown that games which involve a leaderboard (where you can see where you are ranked in the class) may serve to demotivate students, while losing a game, especially for younger learners, may result in tears and tantrums.
In addition, games without a learning objective may result in more mature learners questioning your choices and applications of games for educational purposes - thus undermining the trust students have in you (since no serious student wants to play games that they perceive to be of limited educational benefit),
Other potential drawbacks, issues, and limitations educators need to be aware of include
How do I choose an appropriate game?
With the above drawback in mind, it is important to consider which factors need to be addressed in order to make an appropriate game choice. In short, when selecting which games to use, I believe teachers should not only consider the maturity, game playing experience, and language level of their students, but they should also consider the purpose or aims of the game. Educators also need to consider the classroom environment (e.g., location, risk factors, and materials available) as well as the characteristics of the students involved (e.g. age of the students, are the students serious-minded or light-hearted, are they tired or wide awake?) when selecting games amenable to promoting deep and robust learning in their English language classes.
I believe it is really important for teachers to consider whether the game or activity is being used to make the lesson more fun or enjoyable (i.e., to prevent boredom), or if is it being used for pedagogical purposes (e.g., to introduce, revise, or practice a specific element of grammar or lexis). If it is the former, then I suggest games could be used as a reward or to relieve student boredom – but still have a language usage/learning focus. If it is the latter, then the game should contain an element (possibly a large element) of fun, and the learning goal of the game should be made explicit.
Instruction matters!
When it comes to instruction, it is important to remember that instruction takes time. If there is limited time remaining in a given class, then maybe it is best to play a game that the students are already familiar with. If, however, you wish to introduce a new game, it is probably wise to introduce the game earlier on in the lesson to allow sufficient time for students to get a handle on it. No one likes to finally understand a game only to be told that there is no time left to play it (been there, done that – not fun).
Josh’s Gaming Tips!
When all is said and done, I think the keys to successfully implementing a game amenable to learning are:
1. Organize or plan the game before class: Remember that failing to prepare is preparing to fail.
2. Make the goal of the game clear: Both the learning goal and the objective of the game (i.e., what the students are learning or practicing and how they can win or complete the game) should be made clear to the students
3. Ensure the rules are clear: Use comprehension checking questions to ensure your students know the rules and objectives. Provide examples if needed.
4. If playing in teams: Make sure the teams are even (not just in numbers, but also in skill levels).
5. If working with children: Try to you show children (and adults) how AWESOME the game is - this might help them become more enthusiastic about playing it.
:
6. Set an end point for the game: Students need to know when or how the game ends (e.g., 5 minutes/10 minutes/until someone wins) so they can mentally prepare themselves.
7. Have a purpose: Know exactly which game you are going to use and why! Remember, games can be used for a number of reasons, but you must know exactly what it is you are using a given game for. Don't just use games for the sake of using games. Only the appropriate application of an appropriate game can result in meaningful learning outcomes.
In closing, I would like to reiterate that although the main goal of incorporating games into a lesson should be to help students develop their language skills and/or knowledge, in some cases a game for a game’s sake can be an effective way of ensuring students, especially children, enjoy a class. I believe if a student enjoys a class, then they will be more likely develop a positive attitude toward learning.
Game On!
A game, as defined by Jill Hadfield (1990), is an activity with “rules, a goal and an element of fun” (p. v), and if employed correctly, are great tools for encouraging language use in class. Hadfield notes that "games provide as much concentrated practice as a traditional drill and more importantly, they provide an opportunity for real communication, albeit within artificially defined limits, and thus constitute a bridge between classroom and the real word" (Hadfield, 1990, p. v).
What are the benefits of games?
According to McCallum (1980) games can help focus students’ attention on specific structures, function as reinforcement activities, be used for review and enrichment, allow all students to participate, can be applied to all language skill areas (speaking, reading, writing, and listening), provide the teacher with immediate feedback (and a great feedback loop), and can result in increased levels of student participation.
Aside from the aforementioned pedagogical gains, games may also be used to defuse in-class tension, help students form bonds between one another, and to relieve class related stress. In addition, if implemented correctly, games are a great form of task-based learning and high-quality language practice.
What are the drawbacks of games?
Although games have proven to be effective pedagogical aids in a range of settings, if games are used in an inappropriate way they may inadvertently detract from learning instead of enhance it. For example, research has shown that games which involve a leaderboard (where you can see where you are ranked in the class) may serve to demotivate students, while losing a game, especially for younger learners, may result in tears and tantrums.
In addition, games without a learning objective may result in more mature learners questioning your choices and applications of games for educational purposes - thus undermining the trust students have in you (since no serious student wants to play games that they perceive to be of limited educational benefit),
Other potential drawbacks, issues, and limitations educators need to be aware of include
- games (especially computer-based games) may be too distracting for some learners
- games may lead to disagreement (especially with younger learners)
- games may be used by educators as a crutch instead of as a learning device
- games do not always facilitate learning as well as one would hope (often, traditional methods work more effectively)
- not all games are created equal (choose wisely)
How do I choose an appropriate game?
With the above drawback in mind, it is important to consider which factors need to be addressed in order to make an appropriate game choice. In short, when selecting which games to use, I believe teachers should not only consider the maturity, game playing experience, and language level of their students, but they should also consider the purpose or aims of the game. Educators also need to consider the classroom environment (e.g., location, risk factors, and materials available) as well as the characteristics of the students involved (e.g. age of the students, are the students serious-minded or light-hearted, are they tired or wide awake?) when selecting games amenable to promoting deep and robust learning in their English language classes.
I believe it is really important for teachers to consider whether the game or activity is being used to make the lesson more fun or enjoyable (i.e., to prevent boredom), or if is it being used for pedagogical purposes (e.g., to introduce, revise, or practice a specific element of grammar or lexis). If it is the former, then I suggest games could be used as a reward or to relieve student boredom – but still have a language usage/learning focus. If it is the latter, then the game should contain an element (possibly a large element) of fun, and the learning goal of the game should be made explicit.
Instruction matters!
When it comes to instruction, it is important to remember that instruction takes time. If there is limited time remaining in a given class, then maybe it is best to play a game that the students are already familiar with. If, however, you wish to introduce a new game, it is probably wise to introduce the game earlier on in the lesson to allow sufficient time for students to get a handle on it. No one likes to finally understand a game only to be told that there is no time left to play it (been there, done that – not fun).
Josh’s Gaming Tips!
When all is said and done, I think the keys to successfully implementing a game amenable to learning are:
1. Organize or plan the game before class: Remember that failing to prepare is preparing to fail.
2. Make the goal of the game clear: Both the learning goal and the objective of the game (i.e., what the students are learning or practicing and how they can win or complete the game) should be made clear to the students
3. Ensure the rules are clear: Use comprehension checking questions to ensure your students know the rules and objectives. Provide examples if needed.
4. If playing in teams: Make sure the teams are even (not just in numbers, but also in skill levels).
5. If working with children: Try to you show children (and adults) how AWESOME the game is - this might help them become more enthusiastic about playing it.
:
6. Set an end point for the game: Students need to know when or how the game ends (e.g., 5 minutes/10 minutes/until someone wins) so they can mentally prepare themselves.
7. Have a purpose: Know exactly which game you are going to use and why! Remember, games can be used for a number of reasons, but you must know exactly what it is you are using a given game for. Don't just use games for the sake of using games. Only the appropriate application of an appropriate game can result in meaningful learning outcomes.
In closing, I would like to reiterate that although the main goal of incorporating games into a lesson should be to help students develop their language skills and/or knowledge, in some cases a game for a game’s sake can be an effective way of ensuring students, especially children, enjoy a class. I believe if a student enjoys a class, then they will be more likely develop a positive attitude toward learning.
Game On!
References and further reading
Carrier, M. (1980). Take 5: Games and Activities for the Language Learner, UK: Nelson Harrap.
Dörnyei. Z., & Csizér. K. (1998). Ten commandments for motivating language learners: results of an empirical study. Language Teaching Research 2,3; pp. 203–229
Hadfield, J. (1990). A Collection of Games and Activities for Low to Mid-Intermediate students of English. Intermediate Communication Games. Hong Kong: Thomus and Nelson and Nelson and Sons Ltd.
Khan, J. (1996). Using games in teaching English to young learners. In (eds) Brumfit, C, Teaching English to Children. From Practice to Principle England: Longman.
McCallum, G. P. (1980). 101 word games: For students of English as a second or foreign language. Oxford: Oxford University Press.
Rabah, J., Cassidy, R., & Beauchemin, R. (2018, November). Gamification in education: Real benefits or edutainment. In Kidmore End: Academic Conferences International Limited (pp. 489-496).
Schultz, M. and A. Fisher. 1988. Interacting in the Language Classroom. Games for All Reasons . Massachusetts: Addison-Wesley Publishing Company.
Yolageldili, G., & Arikan, A. (2011). Effectiveness of Using Games in Teaching Grammar to Young Learners. Online Submission, 10(1), 219-229
Carrier, M. (1980). Take 5: Games and Activities for the Language Learner, UK: Nelson Harrap.
Dörnyei. Z., & Csizér. K. (1998). Ten commandments for motivating language learners: results of an empirical study. Language Teaching Research 2,3; pp. 203–229
Hadfield, J. (1990). A Collection of Games and Activities for Low to Mid-Intermediate students of English. Intermediate Communication Games. Hong Kong: Thomus and Nelson and Nelson and Sons Ltd.
Khan, J. (1996). Using games in teaching English to young learners. In (eds) Brumfit, C, Teaching English to Children. From Practice to Principle England: Longman.
McCallum, G. P. (1980). 101 word games: For students of English as a second or foreign language. Oxford: Oxford University Press.
Rabah, J., Cassidy, R., & Beauchemin, R. (2018, November). Gamification in education: Real benefits or edutainment. In Kidmore End: Academic Conferences International Limited (pp. 489-496).
Schultz, M. and A. Fisher. 1988. Interacting in the Language Classroom. Games for All Reasons . Massachusetts: Addison-Wesley Publishing Company.
Yolageldili, G., & Arikan, A. (2011). Effectiveness of Using Games in Teaching Grammar to Young Learners. Online Submission, 10(1), 219-229