ASSIGNMENT N°3

ASSIGNMENT N°3

 READ THE FOLLOWING RESEARCH AND ANSWER THE FOLLOWING QUESTIONS BASED ON THE RESEARCH.

https://eric.ed.gov/?id=ED529467

The Effect of Using Educational Games on the Students' Achievement in English Language for the Primary Stage


1. Is it useful to use games in teaching English Language?
Yes, it is. The game is important for the teaching English Language.


2. Do games create an interactive environment in the classroom?
Yes, the game creates an interactive environment to the teacher with the students and they motivate learners, promote communicative competence and generate fluency and may have a significant role in improving a second language acquisition.


3. Do games facilitate learning a foreign language?
Yes, the game has many option for the teaching English Language for example the student work with other classmate and stimulate differents area in their brain.


4. Is there a relation between learning theories (Behaviorism learning theory, Cognitivism learning theory and constructivism learning theory – and Games)?


Yes, Learning Theory describe how students absorb, process, and retain knowledge during learning. Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a world view, is acquired or changed and knowledge and skills retained.
The existence of multiple intelligences is proposed by psychologist Howard Gardner, who suggests that different kinds of intelligence exists in human beings.It is a theory that has been fashionable in continuous professional development (CPD) training courses for teachers. However, the theory of multiple intelligences is often cited as an example of pseudoscience because it lacks empirical evidence or falsifiability.


5. Do games belong to a specific learning theory?
Yes, for example: The use of innovative educational games in the classroom can increase enthusiasm and reinforce previously presented didactic information. It is also a positive, interactive alternative method of teaching and information sharing. In addition, team learning and active peer-to-peer instruction are strongly reinforced by educational games. (Bailey, 1999) Games increase students' involvement, motivation, and interest in the material and allow the instructor to be creative and original when presenting topics. (Odenweller, 1998). Games also challenge students to apply the information, thus allowing them to evaluate their critical thinking skills. They create a challenging constructively competitive atmosphere that facilitates interaction among students in a friendly and fun environment. (Patil, 1993)


6. Do games encourage students to solve unstructured problems, communicate, navigate, and evaluate and use the second language effectively?
Yes, the students learn with the game and classmate.

7. Do games encourage students to learn independently as well as work collaboratively?
Yes, this is important for their life. 

8. Does the use of educational games enhance creativity; improve design skills and the ability to present information using the second language?
Yes, playing games in the classroom can enormously increase students' ability in using language because students have a chance to use language with a purpose in the situations provided. Hadfield (1990) confirms that "games provide as much concentrated practice as a traditional drill and more importantly, they provide an opportunity for real communication, albeit within artificially defined limits, and thus constitute a bridge between classroom and the real word." Like in a traditional classroom, students have an opportunity to drill and practice using grammatical rules and other functions.


9. What effect does educational games use have on students' motivation?
Another reason why games are often used in language classes is that they lower students' stress in the classroom. In conventional classrooms, there is a lot of stress put on students trying to master the target language. Schultz (1988) said that "...Stress is a major hindrance in language learning process. This process [Learning language in traditional way] is by its nature time consuming and stress provoking... ... raise the stress level to a point at which it interferes with student attention and 6 efficiency and undermines motivation. ..... One method has been developed to make students forget that they are in class ....relax students by engaging them in stressreducing task (games)."

There are many advantages of using games in the classroom:
 1- Games are a welcome break from the usual routine of the language class.
 2- They are motivating and challenging. 7
 3- Learning a language requires a great deal of effort, games help students to make and sustain the effort of learning. 
4- Games provide language practice in the various skill-speaking, writing, listening and reading. 
5- They encourage students to interact and communicate. 
6- They create a meaningful context for language use


10. Do games influence students' achievement?
Yes,  The games have a lot of influence
"Games are highly motivating because they are amusing and interesting. They can be used to give practice in all language skills and be used to practice many types of communication." (Ersoz, 2000) Language games are not activities mainly aimed to break the ice between students or to kill time. Byrne (1995) gave the definition to games as a form of play governed by rules. They should be enjoyed and fun. They are not just a diversion, a break from routine activities, but a way of getting the learner to use the language in the course of the game. Similarly, Jill Hadfield (1990) defined games as "an activity with rules, a goal and an element of fun."