A-Monograph Rose ANN

BATANGAS STATE UNIVERSITY
COLLEGE OF ARTS AND SCIENCES

Pablo Borbon Main I, Batangas City
Game-based Language Learning
Introduction
Throughout the years as digital age arises, technology permeates
every domain of our lives. Therefore, school systems worldwide are
likewise in a phase of development where tensions between old and new
models of schooling are becoming more apparent, creating new demands
upon teachers as agents of change (Eichhorn, et al., 2015). These
demands include modernizing and creating innovative teaching and
learning practices into student competencies.
In combination with a growing diversity of platforms and player
configurations, new narrative forms and distinct game genres have
developed as new forms. Game-based learning an emergent pedagogy
developed by faculty in the Center for Academic Innovations at the
University of Michigan. It is an approach to learning and assessment that
supports positive learner engagement within a context of personalized and
autonomous learning. Instructional use of game in learning is intended to
encourage learners to engage deeply with course content, take risks, and
be resilient while working towards academic success (Holden, et al.,
2014). With the growing interest in digital games, coupled with rapid
technological advancements, created what is unquestionably one of the
most inventive, fast-moving, complex media enterprises currently in

52
existence. It has achieved notable success in many areas such as

Page
commercial entertainment and marketing (Seaborn & Fels, 2015), and it
52
was anticipated to be widely adopted in universities and schools in 2-3
years according to the Horizon Reports for K-12 and higher education.
This monograph focuses to discover the effectiveness and usage of
game base language learning framework in achieving specific curricular
goals. It also aims to explicate the behaviors, practices, and cultures of
games as sociologically significant contexts for learning. Moreover, this
encourage interdisciplinary collaboration between Second Language
Acquisition (SLA), game design, and learning specialists to develop
effective L2 learning games through a systematic approach that involves
game analysis, game integration, and consideration for conditions within
the teachers’ context that would impact the success of facilitating learning
with games (Shah & Foster, 2015). It will also identify and discuss some
recent developments and point to possible future opportunities.
Research one expounds the use of games for language learning and
the it’s challenges and opportunities. This study was designed to advance
knowledge in the area of digital gamed-based language learning with
particular attention to two issues: the recent emergence of digital gaming
as a substantive and diverse context for intercultural expression and the
pedagogical shift that most games illustrate from models of learning based
on information presentation and toward theories of human development
that emphasize engaged problem solving, collaboration, and social
interaction. This study will benefit EFL practitioners which includes the
teachers and students.

53
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53
Research two explains and highlight that games are effective tools
when devised to explain vocabularies. It also discusses the importance of
using games in teaching vocabulary and the strategies to use it. In
addition, it investigates the practical implications of using games to teach
language that includes the implementation of vocabulary games and some
examples of games that could be used to teach vocabulary to children.
And finally, it examines challenges teachers face when teaching
vocabulary using games to young learners.
Research three illustrates the benefits of facilitating game-based
learning through language use and Communication in ESL/EFL
classrooms. In addition, this endeavor shows the application of Game
Network Analysis (GaNA) or in a sample lesson plan focusing on the
incorporation of the online version of the classic Monopoly game to teach
new vocabulary and improve English language learners' communicative
skills. GaNA is combination of frameworks that allows teachers to
implement game-based learning for achieving specific curricular goals
through a systematic approach that involves game analysis, game
integration, and consideration for conditions within the teachers’ context
that would impact the success of facilitating learning with games (Shah &
Foster, 2015). The study concludes with recommendations for EFL and
ESL researchers and educators who are interested in examining and using
games for language learning.
Gameplay is related to learning, focusing primarily on game literacy

54
as a kind of new media literacy practice that may inculcate dispositions

Page
and abilities that are relevant to other learning and problem-solving

54
situations (Steinkuehler, 2007). Jesse Schell (2008) defines a game as
fulfilling 10 requirements. These include technical specifications such a
game must have rules, a way to progress, challenges, and be a closed
system. Other requirements are that the game should be engaging and
create its own internal value. This applies in particular when it is a question
of learning as a result of learning processes in which learning is seen as a
difference or change in relation to what has been learned in the past (Illeris
2006). Ian Bogost (2007) has described the use of games for documenting
historical and cultural events, as designed experiences that heighten
humans’ capacity for empathy, and as spaces for artistic and political
engagement.
The elements of game play a role in involving the gamer in learning
and acquiring different knowledge at the same time in a semi- authentic
context, and in a non- systematic way promoting the autonomy of learning
(Chik, 2014). One of the aspects of knowledge gained from video games is
second language learning and acquisition. The application of computer
games to language teaching and learning started from the focus on drills,
grammar explanations, translation tasks and shifted to communicative
contexts, task-based and project-based approaches. The gaming process
requires such actions as solving a puzzle, conversing with people, reading
a map where a player is an active agent experimenting with a digital world
that provides rich and varied language input and often combines visual
cues, a text, spoken language and a particular context.

55
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55
II. Literature Review
The first research was entitled Digital games for language learning:
challenges and opportunities. This was studied by Frederik Cornillie,
Steven L. Thorne and Piet Desmetin 2012. This study highlights different
trends and issues concerning the employment of games-based learning.
These issues are the following:
Defining ‘digital game-based language learning’ (DGBLL)
A game was defined as a system in which players engage in an artificial
conflict, defined by rules, that results in a quantifiable outcome (Salen and
Zimmerman 2004). Games can also be distinguished from simulations.
Although the precise relationship between games and simulations remains
a debated issue, an essential difference is often that the former
emphasizes figured social worlds and immersive storylines while the latter
focus on discrete and bounded scenarios and tasks (Tobias & Fletcher,
2011). The game-based learning provides the implementation of computer
games that include an identifiable teaching presence specifically for
improving some aspect of language proficiency. a game can be set apart
from ‘‘authentic communicative activities, which relate to the real world and
formal language practice, which relates to the world of the classroom.
1.1 Typologies of Digital Game-based Language Learning’ (DGBLL)
This study takes a thematic approach and categorizes games on the basis
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of types of play that are possible. These includes the actions a player
56
needs to carry out, and the attendant opportunities for language learning
like receiving meaningful input, reading and exposure to language,
producing language in interaction with others, etc. it is useful to consider
the different functions gaming may have in the overall development of
educational software applications. In addition to complete and immersive
games as stand-alone environments, examples include the use of game
mechanics for navigation between parts of an application, a game-based
competition component to an otherwise non-game-like application, game-
based dynamics used for the delivery of content, and game-like reward or
incentivization structures. This research suggests that game elements may
be usefully considered within the broader ecology of courseware design
and development.
In a systematic review of the literature on game-based learning,
Vandercruysse, Vandewaetere and Clarebout (2012) identified seven such
‘game elements’ with their presupposed benefits.
Table 1
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Game elements with their Presupposed benefits.
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This will certainly help to designed video games that will educate
players. A well-designed video games certainly focus on well-ordered
problems, provision of suitable resources for solving complex problems, a
reduction in the cost of ‘failure’ and reciprocally, support for risk taking and
seeking alternative solutions, an emphasis on performance over
competence, and copious and continual feedback.
1.2 Learners’ perceptions of DGBLL
This position stresses the critical factor of learners’ perceptions in
language learning using game-based learning with specific attention to the
intrinsic pleasure inherent in play. This only shows that the kind of
outcomes and goals that learner’s value are highly individual and it
depends strongly on learners’ perceptions of themselves. The learners’
goal orientation is seen to involve performance goals and mastery or a
combination of both these.
2 Research on digital games for language learning: an emergent field
Some of the classified studies as ‘design’ were conducted to gain a
better understanding of the gaming world and how it will focus on second
language acquisition. This only shows and identified that this pedagogy
takes a teacher-centered perspective and reflects the evaluation or
implementation of games in the context of classroom language learning.
As stands to reason, some studies were found to focus on multiple
dimensions, in which case the predominant research type was chosen as

58
the classifying element.

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58
Table 2 shows the proportional relations between these research types
arranged by time period.
Table 2
Number of studies arranged by time period and research type
First, the number of publications has soared in the last decade,
though we note that this trend would benefit from being contextualized
against the total number of publications for each time period. Second, we
note that CALL research on games has always been proportionally
focused on design issues. The proportionally high number of design-based
studies suggests that there may be fertile ground for the advancement of
tutorial tools as embedded elements within gaming environments. A third
visible trend is that empirical studies, both experimental and non-
experimental, have proliferated in the past decade. It is this emphasis on
the empirical investigation of gaming environments that we have

59
encouraged with the planning and organization of this special issue, the
Page
contents of which are described below.
59
The recent emergence of employing game-based language learning
and the pedagogical shift that most games illustrate from models of
learning based on information presented, possess the relevance and
positive relationship between games in language development.
The study of Alawi A. Al- jifri &Tariq Elyas ( 2017) which is entitled
The Impact of Video Games in the Acquisition of English Language: The
Case of Saudi Youths intends to explore the impact video games have on
video gamer’s second language and it deals with a literature review of
teaching English vocabulary to young learners using games. It also shows
the ways and methods they adopt in acquiring the language through video
games.
The main idea of video games was playing in a virtual environment
presented through two-dimensional graphics that are primitive and
outdated compared to the highly advanced games of recent years. The
common misconception among people is that video games are made for
“entertainment” only however this game -based approach was grounded in
understanding the role of games in supporting learning.
Statement of the Problem (Alawi A. Al- jifri &Tariq Elyas 2017)
The research address the impact of using video games on the
acquisition of the English language of five young male- adults in Jeddah,
Saudi Arabia, who command an advanced level of English, associating it

60
to the constant exposure to video games, what ways and methods did they
Page
use to understand the language, that is English, and to understand
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whether these individuals mastered the language via video games
naturally or systematically.
The following research question guided this study:
1) How did video games impact English as a second language of five
male Saudi video gamers?
2) What ways and methods did these Saudi individuals, as video gamers,
adopt to acquire the second language while playing video games?
3) Are these ways and methods natural or systematic?
Results and Discussions (Alawi A. Al- jifri & Tariq Elyas 2017)
Using interview in collecting data and interpretive paradigm to
interpret the collected information, results were segmented into three main
Pillars based on the principles of three out of five hypotheses that
constitute the theory of Krashen’s Monitor Model or Theory of SLA:
The Acquisition- Learning Hypothesis Krashen (1982, as cited by
Mitchell & Myles, 2004)
This elaborated on the difference between acquisition and learning,
and that is acquisition is a natural process, while learning is classroom-
governed.
a. It was found that respondent 1,2 and agree that “killing time” was
a major reason that initiated them to play video games, and

61
respondent 2 as well as 3 added that they wanted to have “fun”.

Page
Respondent 4 said that “getting a PlayStation is much easier than
61
travelling to Disney land”, meaning that access to sources of fun
and entertainment were limited during their childhood, and video
games compensated for that lack of entertainment- resources.
Respondent 3 said that he usually tries to guess the meaning of
unfamiliar word in the context while playing a game, while
respondent 5 refers to dictionary. It is clear then, that the
interaction with the game’s language is stemming from a natural,
and ungoverned motives inside the player’s mind that is pushing
him to learn the language as a means to achieve an end, and
that end is the “euphoric” feel a player savors after completing the
game or defeating an enemy.
Table 3
The Input Hypothesis
This is the core of Krashen’s theory and after which his theory was
named. The Input Hypothesis is heavily reliant on what Krashen (1982)
called comprehensive input. Comprehensive input refers to the amount of
linguistic addition of the second language on the learner’s current linguistic
state. Krashen used the i+1 symbol to explain the learner’s current input “i”
62
, and the new one “+1”. The more the learner’s input of the second tongue
Page
62
expands, the greater the number is, i.e. moving from +1 to +2 to +3 and
etc. Two other notions were associated to this hypothesis:
First, when a learner starts speaking the language, this means
speaking is the outcome of the input, and not a cause.
Second, if the input is comprehended and enough amount of
linguistic data is provided, the learner will naturally acquire the necessary
grammar. (Mitchell & Myles, 2004, p.165):
b. The greater the game’s quality is, the greater the player’s
involvement in the game would be, and if the game’s quality is great
enough, it will prompt the gamer to play it again. Then the recurrence of
the game’s game play which results in an increase of the comprehensive
input will take place, and finally, the game related complementariness such
as online forums, magazines, walkthroughs and game dedicated websites
where extra information pertaining to that game’s world is provided,
resulting in a greater level of comprehensive input that surpasses the
game’s language and enables the gamer to learn how to “ troll at forums.
Reading the game’s manual and go over a game’s walkthrough to learn
how to reach the next level, giving the gamer a good chance of exposing
oneself to how to write essays and reviews of different kinds.
The Affective Filter Hypothesis
It is the position that there is “a mental block that prevents acquirers
from fully utilizing the comprehensible input they receive for language
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acquisition”
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c. the gamers are playing the game out of their own free “will”
without any kind of anxiety or lack of self- confidence taking place. It was
understood that the “affective filter” is at its lowest while the players are
involved with their game, and the process of the gamers’ acquisition of
English as a second language is occurring without obstruction.
In the study of Foster, A. et al. (2017) which is entitled Facilitating
Language Use and Communication in ESL/EFL Classrooms through
Game-Based Learning focuses on the positive impact of video games on
language learning. This research demonstrates the application of game to
teach new vocabulary and improve English language learners'
communicative skills. It also concludes with recommendations for EFL and
ESL researchers and educators who are interested in examining and using
games for language learning.
The language learning and games have been viewed as tools for
enculturation. The most powerful way of learning a language is by
immersing oneself in a culture where the target language is constantly
used for the purposes of interaction, negotiation of meaning, and
socialization.
Application of GaNA in the Context of Language Learning
The main objective of the lesson was to teach business-related
vocabulary and concepts, while create opportunities for collaboration,
learner engagement, and communication in the target language. An online

64
version of the classic Monopoly game was chosen for this purpose.
Page
Content, Technology, and Pedagogy
64
Monopoly is a real-estate board game reflecting the contexts of
economy and business. The main goal of the game is to purchase property
and to remain financially solvent while trying to make the opponents go
bankrupt. The game content provides a meaningful and authentic context
for language students to learn business-related words and concepts and to
practice them in group discussions and negotiations. Shanklin and Ehlen
(2011) support this view by indicating that Monopoly allows for simple
representation of concepts and makes it easier for learners to grasp the
difference between certain economic and business definitions of terms.
From the pedagogical perceptive, the Monopoly game provides the
teacher with an opportunity to create curricular activities which are based
on meaningful inquiry, communication, construction, and expression
(ICCE). This shows that through Monopoly game play, the teacher can
situate and facilitate learners’ inquiry and communication processes in the
contexts of business and economy.
Results and Discussions
A lesson plan implemented in an English language class with eight
high-school students in Yerevan, the capital city of the Republic of
Armenia. For all the participants, English was a foreign language, and their
English language proficiency level ranged from pre-intermediate to
intermediate. Based on the teacher’s observations, in-class discussions,
and informal interviews with the participants after class, all the students
enjoyed playing the game. The teacher reported that the students were
65
engaged in active discussion and negotiation in the target language during

Page
the game play. In addition, the follow-up activities provided ample

65
opportunities for practicing the target vocabulary in meaningful discussion
and reflection.
Conclusion
In this monograph, advantages and potentials of game-based
learning as new pedagogy in learning language was explained and
showcased. Through implementing this new pedagogy learners will have
exposure to the target language, increased engagement and enhance the
learner’s involvement in communication. English languages can become a
necessary tool to master the game content and strategies, to engage in
meaningful inquiry, active discussion and reflection within and beyond the
game play especially now that emergence of digital gaming is very
apparent and substantive. This diverse context for intercultural expression
and the pedagogical shift that most games illustrate based on information
presented and toward theories of human development will emphasize and
engage problem solving, collaboration, and social interaction of learners.
Therefore, this type of situation will definitely enhance the student
communicative skills using English as their medium of communication. In
addition, educators of language will also be benefited by this approach. It
will offer teachers an opportunity to create curricular activities which are
based on meaningful analysis, communication, creation, and expression.
However, there are certain limitations such as the fact that high interactivity
may hinder the vocabulary acquisition and learning, not all games are
useful for language learning, or a lack of knowledge about computer

66
games among language teachers and institutions may hinders their proper
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66
use that why further studies and modification is still needed to meet the
desired learning objectives of every individuals.
References:
Alawi A. Al- jifri & Tariq Elyas (2017). The Impact of Video Games in the
Acquisition of English Language: The Case of Saudi Youths. A Case
Study: English Language Institute & European Languages
Department, King Abdulaziz University
Bogost, I. (2007) Persuasive games: The expressive power of video
games. Cambridge Massachusetts, MIT Press
Chik, A. (2014). Digital gaming and language learning: autonomy and
community. Language Learning and Technology, 18(2), 85- 100.
Retrieved from http://llt.msu.edu/issues/june2014/chik.pdf
Eichhorn, K. et,al (2015) Education and Information .Preparing teachers
for schooling in the digital age: A meta-perspective on existing
strategies and future challenges. Retrieved from
https://link.springer.com/article/10.1007/s10639-015-9431-3
Foster, A. et, al (2017) Facilitating Language Use and Communication in
ESL/EFL Classrooms through Game-Based Learning. A Case
Study: Drexel University, United States
Frederik Cornillie, Steven L. Thorne and Piet Desmet (2012). ReCALL
special issue: Digital games for language learning: challenges and
opportunities. ReCALL, 24, pp 243-256 doi:10.1017/

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S0958344012000134
Page
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Holden, C., & Sykes, J. (2011). Leveraging mobile games for place-based
language learning. International Journal of Game-Based Learning,
1(2), 1–18.
Krashen, S. D. (1991). Second Language Acquisition and Second
Language Leraning. Pergamon Press.
Mitchell, R., & Myles, F. (2004). Second Language Learning Theories
Second Edition. London: Hodder Education.
Salen, K. and Zimmerman, E. (2004) Rules of Play: Game Design
Fundamentals. Cambridge: MIT Press
Shah, M. & Foster, A. (2015). Developing and Assessing teachers’
knowledge of game-based learning. Journal of Technology and
Teacher Education, 23(2), 241-267. Chesapeake, VA: Society for
Information Technology & Teacher Education.
Shanklin, S. B., & Ehlen, C. R. (2011). Using the Monopoly Board Game
As An Efficient Tool In Introductory Financial Accounting Instruction.
Journal of Business Case Studies (JBCS), 3(3), 17-22
Tobias, S. and Fletcher, J. D. (2011) Introduction. Computer Games and
Instruction. Charlotte: Information Age Publishing, 3–15.

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BATANGAS STATE UNIVERSITY

COLLEGE OF ARTS AND SCIENCES

Game-based Language Learning

Throughout the years as digital age arises, technology permeates

every domain of our lives. Therefore, school systems worldwide are

likewise in a phase of development where tensions between old and new

models of schooling are becoming more apparent, creating new demands

upon teachers as agents of change (Eichhorn, et al., 2015). These

demands include modernizing and creating innovative teaching and

learning practices into student competencies.

In combination with a growing diversity of platforms and player

configurations, new narrative forms and distinct game genres have

developed as new forms. Game-based learning an emergent pedagogy

developed by faculty in the Center for Academic Innovations at the

University of Michigan. It is an approach to learning and assessment that

supports positive learner engagement within a context of personalized and

autonomous learning. Instructional use of game in learning is intended to

be resilient while working towards academic success (Holden, et al.,

technological advancements, created what is unquestionably one of the

most inventive, fast-moving, complex media enterprises currently in

existence. It has achieved notable success in many areas such as

commercial entertainment and marketing (Seaborn & Fels, 2015), and it

was anticipated to be widely adopted in universities and schools in 2-3

This monograph focuses to discover the effectiveness and usage of

game base language learning framework in achieving specific curricular

goals. It also aims to explicate the behaviors, practices, and cultures of

games as sociologically significant contexts for learning. Moreover, this

encourage interdisciplinary collaboration between Second Language

Acquisition (SLA), game design, and learning specialists to develop

effective L2 learning games through a systematic approach that involves

game analysis, game integration, and consideration for conditions within

recent developments and point to possible future opportunities.

knowledge in the area of digital gamed-based language learning with

particular attention to two issues: the recent emergence of digital gaming

as a substantive and diverse context for intercultural expression and the

on information presentation and toward theories of human development

that emphasize engaged problem solving, collaboration, and social

teachers and students.

when devised to explain vocabularies. It also discusses the importance of

using games in teaching vocabulary and the strategies to use it. In

addition, it investigates the practical implications of using games to teach

language that includes the implementation of vocabulary games and some

examples of games that could be used to teach vocabulary to children.

And finally, it examines challenges teachers face when teaching

vocabulary using games to young learners.

Research three illustrates the benefits of facilitating game-based

learning through language use and Communication in ESL/EFL

classrooms. In addition, this endeavor shows the application of Game

Network Analysis (GaNA) or in a sample lesson plan focusing on the

incorporation of the online version of the classic Monopoly game to teach

new vocabulary and improve English language learners' communicative

skills. GaNA is combination of frameworks that allows teachers to

implement game-based learning for achieving specific curricular goals

through a systematic approach that involves game analysis, game

integration, and consideration for conditions within the teachers’ context

games for language learning.

Gameplay is related to learning, focusing primarily on game literacy

as a kind of new media literacy practice that may inculcate dispositions

and abilities that are relevant to other learning and problem-solving

situations (Steinkuehler, 2007). Jesse Schell (2008) defines a game as

fulfilling 10 requirements. These include technical specifications such a

game must have rules, a way to progress, challenges, and be a closed