Game-based English Learning

Abstract This research project investigated the pedagogical roles of computer games (Hao et al 2019 Chen & Hsu 2019). It explored the impact of computer “mixed with language” (White et al 2019) training. In a teacher preparation university in western Taiwan the researchers collected data to explore the effectiveness of oral presentation improvements. The goal was to find noteworthy cases and persuasive qualitative and numerical data from academic performance grades. Both (1) in-class instructions promoting games to be language learning materials by the teacher and (2) students’ applications of the video games in-class and out-class the project had finally resulted in non-English majors’ improvements in English language presentations especially with Information Administration majors. This research confirms that computer games should be approved to be learning materials. Keywords: Computer assisted learning; Educational games; Presentation abilities; Qualitative research; Quantitative research; Computer assisted instruction 1. Introduction Previous publications suggest computer games can motivate students (Cózar-Gutiérrez & Sáez-López 2016; Hao & Lee 2019) and contribute to educational progress in different subjects (Hou & Li 2013). “It was found that the gaming approach benefited the students' learning achievement and motivation.” (Hwang et al. 2017) On the other hand some British scholars pointed out that a research gap of evidence proving the effectiveness still exists and is awaiting an investigation (Hainey Connolly Stansfield & Boyle 2011ab). Although many publications suggest simulation games can stir intrinsic motivations and contribute to educational purposes yet there is still a research gap awaiting investigation. (Hainey Connolly Stansfield & Boyle 2011a). To respond the above statement in the field of English language learning students’ proficiencies of speaking and listening is the targeted abilities that this research aimed to investigate. Simulation games (Mayer 2019) can be found on-line and also in markets of the 3C (communication computer and consumer) educational games focusing on language learning can be easily found on Facebook by language learners but insufficient empirical studies provided data indicating how online games with English interfaces can increase language learners’ English acquisition. Therefore this prolong research of two years was conducted in a teacher-preparation university attempting to investigate the advantages and disadvantages of the curriculum and setting up lesson plans by game-based learning. In reference to language learning via game Dreyer (2014) discussed that a significant correlation exists between game scores and vocabulary skills post-test thus suggesting the merits of developing game-based assessments of vocabulary learning as a curriculum design example. In the newer pedagogical game-based learning field between 1996 and 2009 among 7392 papers Hainey et al. (2011b) identified only 172 empirical papers based on game-based learning and only of those were considered to have an appropriate methodology. These few papers motivate this research project on technology in education to practically utilize an ideal course design and data analyses to respond to the need for more research in the area mentioned especially for the English Teaching field. Hainey et al. (2011b) has declared more empirical research should be conducted to understand the use of computer games in education and in entertainment. So this empirical research related to English education had analysed five types of English oral proficiencies by T-test (in tables 123456) the researchers assigned to their students and revealed numerous related educational themes related to students teaching careers.