Literature Matrix

The role of videogames on language learning

Authors Interactivity and the facilitation Impact of videogames on learning Activities to develop
of communication. (Students and Teachers)

Rosas (2010) Videogames have demonstrated The creation of easy to use, portable To follow the concept of incidental learning, the
Cobb and Horst the benefits as instructional hardware with instructional and students will be “playing” a game in which they’ll
(2011) tools, becoming more entertaining software, aligned with the have to acquire
interesting and meaningful for school curriculum that children can use and assimilate knowledge, because it is the only
students (p.9). regularly in the classroom (p.9). way in which they can continue “playing” (p.10).

Students who learn English as a

second language (ESL) in terms
of improvements on
developing and expanding
English vocabulary, as well as
lexical production and meaning
recognition using the Nintendo
DS game My Word Coach (p.
10).
Rudis, Poštić Videogames have internal lore Learning a foreign language while First the basic process of linguistic competence in
(2018) and variety of gameplay playing video games is very effective the original language takes place. Cross-linguistic
systems, creating a need of because it is highly motivating due to competence is a part of the transfer, since some
communication to solve a its entertainment value, and there is no aspects of languages translate without a hitch
difficult level, thus facilitating pressure or evaluation methods that across languages. Once the basic transfer is over,
language use (p.113). could deter players from openly the necessary part of learning begins. Input is the
engaging in using the language (p.115) most important part of language learning. It
provides learners with the key aspects of
language: words, sentence structure, phonology
etc (p.114)
Parrilla (2016) Multimedia technologies enable
the use of images and sounds,
the verbal word can be
associated with an image, an
animated action, a sound, or a
combination of images, sounds,
and text (p.3)
Casañ-Pitarch Videogames help the player
(2017) develop different
skills and they also offer the
possibility to experience
situations that are unlikely to
perform in the
real life for safety, time, and
cost among other reasons (p.83)
Galvis Online interaction using video
(2011)/Thorne games allows individuals to
(2008) interact multilingually, develop
opportunities for
intercultural communication,
and even promotes
the desire to learn languages
other than English (p.58).
Pedagogical methods that
combine technology dynamically and
proactively with the vocabulary
learning process.
These methods can be easily adopted
by teachers and effectively
implemented in upper
elementary classrooms with ESL
children (p.5).
To engage students with learning is
that funny things remain longer in
memory. This means that
the combination of learning and
playing would result in a positive
memorable experience (p.83).
Because of the innovative nature of
video
games and computer technology,
Squire (in
press) argues that one of the potential
obstacles
gaming practices will run into in the
future is
enrooted traditional structure in
schools (p.56).
Through active interaction between the material
and the student, the latter can discover and
deepen the basic knowledge that
was initially presented (p.8).
Videogames could be a useful tool that may
support foreign
language teaching since it increases the time of
exposure to the target language and
consequently
provides students with further practice (p.88).
In order to make a coherent liaison between
linguistic matter, syllabus content, course
objectives, and GTA, the researcher designed
language exploratory activities aiming at
familiarizing and exposing students (implicitly)
to the course objectives using the game as an
entertaining pretext (p.60).
Theoretical Framework

How to write and introduction

What is the role of identity and positionality?

How to conduct the written of the different powers

Different parts of introduction