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.
10. Conclusion: Using Serious Games for Global Education in the EFL Classroom
Abstract: This chapter synthesizes findings from the empirical study and generalizes them for future TEFL considerations. It offers valuable insights on using serious games for global education in the EFL classroom before depicting suggestions and perspectives on the use thereof.
10.1. Possibilities and Restrictions in Using Serious Games for Global Education in the EFL Classroom
The EFL classroom plays a decisive role for global education as English is a means of communication and mediation. Analyzing and balancing opinions and communicating those in English is one of the pillars of global education in the EFL classroom. Thus, its classroom content and methods need to harness the development of cognitive, affective, communicative and participatory skills that enable students to become successful agents in a globalized world. Teaching complex tasks and creating constructive and communicative learning environments are currently the most advocated TEFL approaches for those goals. Especially the use of new media tools has become a prominent method in EFL arrangements. Hence, it was the goal of this research project to test four serious games for their potential of enabling the development of competences, contents and methods assigned to global education in EFL contexts aimed at drawing conclusions as to what extent serious games afford those matters and how they could be used more effectively in the future. Figure 14 visualizes the insights gained, with the size of each component signifying its value for learning. Tying the insights from the students and teachers together, the model...
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