learning attitude for elementary students in a digital game-based learning environment

English is the most widely used official language and the commonest second language in many non-speaking English countries all over the world. However, in an EFL (English as a Foreign Language) learning context, it is considered challenging for an English teacher to instruct and examine English speakingof every student in class, and students are usually shy of speaking English in front of others. Many studies have indicated that digital game-based leaning (DGBL) can arouse student motivation and enhance learning efficiency [1].ġYoung and Wang [2] designed a mobile English learning system named GeCALL to develop student listening and speaking skills in English and found it reduced students’ anxiety about speaking English. Chiu and Reynolds [3] discovered that students were more active in learning when teachers used meaningful and engaging digital games than when using drills and practice games. A study by Suh and Kim [4] showed that students employed a massive multiplayer online role-playing game (MMORPG) got higher scores in the areas of listening, reading, and writing than those who attended face-to-face instruction classes. Papastergiou [5] found that the mobile In this study, we developed a DGBL system, called UAnimation, and aimed to explore the following research questions: (1) Is there a significant difference in students’ speaking capability between using UAnimation and traditional teaching methods? (2) Will UAnimation enhance students’ motivation toward English learning? (3) Do students’ English speaking learning attitudes change after using the UAnimation?https://speakinenglish.in/

learning attitude for elementary students in a digital game-based learning environment

In this study, we designed the system “UAnimation” on the principles of DGBL and also in accordance with three main teaching strategies — Audio-Lingual Method, Observational Learning, and Situated Learning. (1) Digital Game-Based Learning: DGBL has the potential to motivate students and offercustom learning experiences while providing practical practices. In the system, students recorded their personal voices, replaced the role with their own photographs, and interacted with peers by giving the “like.” In this way, students regarded English speaking practice as an interesting game, not a horrible activity. (2) Audio-Lingual Method: In this teaching approach, students recite the correct construct until they can use it spontaneously. Through UAnimation, students first watched a teacher demonstration and then imitated, practiced, and read English aloud repeatedly in pairs, which made them more familiar with every sentence in the text. (3) Observational Learning: The main point of this approach is that learning occurs through observing the behavior of others, like parents, teachers, and friends. And learners’ intrinsic behavior can also be stimulated by observation. By using the system, students observed how their teacher demonstrated while reading English and how their classmates performed in their own works. Students could keep improving their performance through observing their teacher and the peers. (4) Situated Learning: The theory implies that knowledge needs to be presented in authentic contexts. Learnersnormally acquire knowledge in correct settings and situations. In our system, we designed different plots based on the text tomake the sentences more authentic and make students become more involved in the text. In addition to reading the rhymes out loud, students also learned correct intonation and emotion under a corresponding situation by the animation in the system.

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