The Effects of a Game-Enhanced Language Learning Intervention on Students' L2 Development and L2 Motivational Self-System

• In Event: Marriott Roundtable Session 6
  In Roundtable Session: Online Platforms as Spaces for Language Teaching and Learning

Abstract

Games and their potential for education has been a perennial research question in educational sciences. This study investigates the influence of a game-enhanced language learning intervention on students’ L2 achievements and L2 motivational self-system. A quasi-experimental study design was employed with 76 preparatory students, where the experiment and control groups were exposed to a game-enhanced and standard L2 instruction respectively for 10 weeks. Data was collected through pre/post TOEFL-ITP tests, L2 motivational self-system questionnaires and interviews. Overall, although the post TOEFL-ITP scores of the experiment and control groups did not reach significance, findings from the survey and the interviews suggest that the game-enhanced activities were effective in promoting students’ interest and motivation towards the targeted L2 community’s culture and practices.

Authors

• Seda Musaoglu Aydin, Simon Fraser University

• Nur Cakir, Middle East Technical University