Digital Game-Based Learning in the English as a Foreign Language (EFL) Classroom
In the last few years, global education has become a key concept within the TEFL domain, suggesting competences, topics, and methods that enable students to become responsible and knowledgeable participants in a globalized world. With the help of a triangulated blended learning study conducted in five different middle school EFL classes, and an additional small group study, the author investigates the potential of digital games that have an educational purpose, so called serious games, for global education when used in EFL scenarios. The results show a clear contribution of serious games to global education when used with EFL learners, leading to a reference model of digital game-based learning in the EFL classroom.
8. Results from the Teacher Interviews
Abstract: Gathering results on the implementation of serious games in EFL classrooms needs to include the teacher perspective. The following chapter presents the results yielded during teacher interviews, detailing teachers’ methodological accounts of the blended learning unit before analyzing their didactical experiences.
The five teachers, who participated in the research study, were the respective teachers for the participating classes. Their involvement in the study was voluntary, motivated on one hand by their curiosity, as well as to broaden their horizon for a new method on the other. None of the teachers had used a serious game before, nor had they played ICED until starting to prepare for the unit. However, all five teachers were very cooperative and helpful in securing computer pools, installing the game on school computers and making time for extra meetings with the researcher. The benefit for the teachers was restricted to getting to know a new tool and taking advantage of the unit prepared for them, an aspect that also bore the disadvantage of having to teach a method they were unfamiliar with and might not have liked. Due to these circumstances, it is safe to say that the initial risk the teachers took was highly connected to their positive expectations. As a couple of classes needed to take achievement tests subsequent to the unit, the teachers also expected to be able to manage the content to the same degree as any other unit they would have taught...
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