THE USE OF VIDEOGAMES BY PUBLIC SCHOOL STUDENTS AS A TOOL TO LEARN ENGLISH AS A SECOND LANGUAGE

Rafael Lissarassa

Resumo


The integration of entertainment and education has been studied over the years (RAPEEPISARN, et al. 2006). In this regard, games and gamified activities are motivating factors for L2 learning, after all, people learn more when what they do becomes a relevant activity (CROSS, 2007). Through bibliographic studies and data collected with high school students, this quantitative research aims to verify the acquisition of English vocabulary by playing videogames, as well as the recognition by students of the new vocabulary learnt in the second language (L2). In this empirical research, we collected data throughout the year of 2020 in a state public school in the city of Gravataí/RS with students of the third grade of high school. Therefore, we applied a questionnaire with 70 students aged 16-19 to examine their opinion on the use of videogames as a teaching tool. The data collected include information about players and non-players, while the data analysis includes the response of 45 players on different aspects about playing. With the analysis, it was possible to build the profile of these participants and verify that the students greatly increase their vocabulary when playing, at the same time they develop reading and listening comprehension. Although this research presents information about a specific group of participants, it is possible to say that, playing games makes students have fun, feel motivated and challenged to learn the L2, which is a benefit to the learning process.


Palavras-chave


English Language; Games; Learning

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DOI: http://dx.doi.org/10.18316/cippus.v9i1.8057

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ISSN: 2238-9032

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