Publication: A Review of Game-Based Research for English Language Learning in S&G Interdiscipline Journal
Issued Date
2021-01-01
Resource Type
ISSN
16113349
03029743
03029743
Other identifier(s)
2-s2.0-85107292217
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Mahidol University
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SCOPUS
Bibliographic Citation
Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics). Vol.11988 LNCS, (2021), 109-114
Suggested Citation
Panicha Nitisakunwut, Songsri Soranastaporn A Review of Game-Based Research for English Language Learning in S&G Interdiscipline Journal. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics). Vol.11988 LNCS, (2021), 109-114. doi:10.1007/978-3-030-72132-9_10 Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/76745
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Title
A Review of Game-Based Research for English Language Learning in S&G Interdiscipline Journal
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Abstract
Many experimental studies on game-based learning have resulted in constructive learners’ learning outcomes, especially simulation and gaming for English language learning. However, there has been disagreement on the outcome of game-based learning. This leads to the necessity to conduct a systematic review on simulation and gaming studies to provide comprehensive analysis regarding to their effectiveness and implementation. This article carries out a review of literature research in terms of identifying research evidence about the positive impacts of games for language as a means to address the best practices and guidance for the implementation of game-based for language education. This article reviews and describes relevant simulation and game-based learning (GBL) studies published in S&G Interdiscipline journals from 2000 to 2019. Set keywords “gam*” related to simulation and gaming or game-based learning”, and language related words for example “literacy”, “ESL”, “EFL”, “listening”, speaking”, “writing” were used to search for articles on the database. 561 studies were found. Only 14 studies met the set inclusion criteria. The findings suggest that simulation-based gaming and debriefing would be beneficial for English language teaching, especially composition and literacy classrooms even though these studies are subject to limitations.
