i

ICT-Based Language Learning Strategy for ESL/EFL: A Meta-Analysis in Developing Classroom

Language Activities

Danny G. Nugraha

Abstract

The rapid advancement of technology has made a significant change in English Language learning
especially with the use of a number of various social media applications. The learning process
merges along with the communication activities and has resulted in the integration of the four
language skills through multi-mode. The study is aimed at attempting to investigate how this
could bring positive contribution to the development in English Language Teaching strategy. The
study has been conducted through the results of a number of journal articles across different
non-English-speaking countries and digital articles. The result indicates that gamification is
potential to boost language use in the active communicative interaction in the classroom.

Keywords: Information Communication Technology, gamification, ESL/EFL, learning and

teaching strategy, social media, language classroom activities

Introduction

The rapid development of technology has brought substantial changes in almost all aspects of life
including the beliefs in the language learning. A great number of studies and researches have addressed
this issue promoting new theories in English Language Teaching (ELT) especially for the non-native English
users. Now, ICT (Information and Communication Technology) has been used in almost all fields of
life, including in education. In education, computer technology has become so essential that the
government put ICT as one of the curriculum in Indonesia’s education. The utilization of ICT in
education has recently started to appeal the potential and significant progress in language learning. It has
become a major issue in education world and has been used from preschool through to university that
could facilitate students and teacher in teaching and learning process.

The study includes 20 articles related to ICT and ELT which deal with language classroom activities,
learning motivation and awareness in the English language use and the implication of the teaching and
learning strategies. In search for the relevant articles, there actually are over 60 similar articles and others
are website articles, blogs and slides under ICT and gamification. However, about 40 articles are more
related to communication in general and that gamification has positive impact on enhancing motivation
especially in the business and management.

The purpose of the study proposed is to address a number of questions which, on the other side
of the proposed notions in these articles, may lead to a number of potential problems. Thus, the issues
can serve anticipatory actions to take especially in relation to the negative impacts as well as readiness in
the technical conditions. The questions are as follows:

(1) What are the factors which can guarantee that ICT and the gamification can give better result
in language learning?
 (2) What may the constrains be that ICT and gamification are standardized both in the curriculum
and application of the technology given that in developing countries the facility is not evenly
distributed?
(3) What are the alternative strategies in the case of technical failure or constrains?

Methodology

The study is based on the result of 20 different research articles under the topic of ICT and
gamification in language learning and teaching strategy especially in formal setting of the classroom
activities. The analytical approach is based on the comparative assumptions and the outcome of the 20
researches particularly in how they come up with the application of ICT and gamification.

The study imposes an assumption that apart from the positive impact of the development of ICT
in language learning, none of them have addressed the potential constrains specifically when integrated
in the formal curriculum. The first assumption is that none of them has either attempted to conduct
experimental research design involving two variables through the T-test to proof that the notions are
more effective than the conventional strategy. Secondly, in terms of the availability of technical facilities,
many schools or educational institutions in the developing countries may have difficult access to the
internet connection, for example, or the devices to support the luxury of technological educational
approach. Lastly, the authority may have to find possible ways and yet still reasonably effective to sustain
the learning activities.

Md. Shahadat Hossain Khan (2012) states that in Bangladesh, as an example of the developing
country, one barrier that first comes is funding.

Effective implementation of technology into education systems involves substantial funding,

that is very hard to manage in developing countries like Bangladesh, where many people are
living below the international poverty line. ICT-supported hardware, software, internet, audio
visual aids, teaching aids and other accessories demand huge funds. Mumtaz (2000) stated
that many scholars proposed that the lack of funds to obtain the necessary hardware and
software is one of the reasons teachers do not use technology in their classes. Afshari, Bakar
& Su-Luan et al. (2009) state that efficient and effective use of technology depends on the
availability of hardware and software and the equity of access to resources by teachers,
students and administrative staff. These costs are in most cases inflated and cannot be
provided by most developing countries, including Bangladesh. (Hossein, 2012: 68)

The above issue raised in Bangladesh may as well occur in other developing countries such
Indonesia. This may lead to a domino effect in the sense that if the fund is poor, the direct effect is the
facilities including the bandwidth and the readiness of the human resource such the teachers, school
management and technicians. In other words, the infrastructure and superstructure can be the most
potential barrier. Other possible factors such as preferences of typical young learners who tend to go for
fun factor in gaming than gamifying serious matters which again need collaboration between the stake
holders such as parents, providers and educational institutions.
 The result and finding are tabulated to bubble up the intriguing points of arguments and belief of
each article. From this, all the positive and supporting notions are analyzed and investigated to see if it is
debatable with relevant arguments within the context of factual data such as in Bangladesh or even
Indonesia.

The articles are dominantly universal across the Asia, Middle East and European countries. The
focused aspects extracted from the articles include effective classroom activity and motivation.

Analysis

Author Tittle Journal Result

1 Chernov A. S. The Potential of BCTHNK MOCKOBCKOrO The recent technological developments in
ICT and Media- Vol. Issue 3 2014 the sphere of ICT demand and the ever-
Technology in increasing “technological awareness” of
Foreign Language modern students demand for the substantial
Teaching revision of the educational system as a
whole. Modern computers are already
becoming a part of everyday school life in
every developed country. The first attempts
to integrate personal computers into the
sphere of language teaching were taken in
the late 80’s and gave rise to a new
promising trend that today reaches its full
swing and opens up thousands of
possibilities to revise, improve and develop
foreign language teaching.
2 Safitry Gamification in The Fourth The games Timeline and Taboo are just
Wahyuni, M.Pd, English Language International two of hundreds of games that can be
Edmundo Teaching: Taboo Conference used for educational purposes. Ironically,
Gomes Junior, and Timeline On English Across the games that are called educational are
M.A Cultures usually considered bored by students and
19-20 October 2018 have little replay value, since those games
Conference would not be considered to be played
Proceedings several times. The most important aspect
that we main to highlight with this work is
the possibilities to adapt games to the
classroom needs. The mechanics of these
two games can also be used with other
objectives, like Literature, for example, as
a group of student used the mechanics
of Timeline for storytelling, dividing the
paragraphs of a book in cards and during
the game players should put them in the
order of the author`s narrative. The Taboo
structure of cards can also be used in
the opposite direction of the intended
gameplay. By looking at the forbidden
words, the student may infer what the
clue word means.
3 Maimun Aqsha ICT and systematic Procedia Social and Eight systematic and proper steps in
Lubis, Melor steps in teaching Behavioral Sciences 9 language teaching and learning is very
Md. Yunus*, and learning (2010) 1055–1061 helpful to conduct learning process in the
Mohamed Amin language in the class room. The materials taught become
Embi classroom more understandable and teaching and
learning process become
more effective. Furthermore the application
of 8 systematic and proper steps in language
teaching and learning in the classroom will
provide teachers to assess the objectives or
teaching outcomes. For example, once the
teachers reach step seven that are
measurement and evaluation, the
effectiveness of teaching and learning could
be verified easily. Finally, the 8 systematic
steps of teaching and learning process in the
classroom will help teachers to be more
confident and successful educators.
4 Robin Turner The Gamification BUSEL/BALEAP Despite the meteoric rise of gamification, a
of EAP Conference, 2012 growing body of literature
is expressing skepticism or outright
opposition, most famous among which is Ian
Bogost’s (2011) position statement at the
Wharton Gamification Symposium,
“Gamification is Bullshit.” Bogost describes
gamification as “exploitationware” and
notes “Game developers and players have
critiqued gamification on the grounds that it
gets games wrong, mistaking incidental
properties like points and levels for primary
features like interactions with behavioral
complexity.” It is certainly true that the
overwhelming popularity of the easily-
implemented PBL system has led in many
cases to superficial
and ineffective gamification which fails to
provide the same enjoyment
as real games, while at the same time
replacing the intrinsic motivation of the task
with the faux motivation of points scoring.
Games may involve scoring points, but play
is not about scores; after all, no one plays a
game because it has a good scoring system,
yet gamification experts sometimes act as
though this were the case (Van Turnhout,
2012). Education, it could be argued, is
already too gamified, and “by making play
mandatory, gamification might create rule-
based experiences that feel just like school [.
. . ] like chocolate-covered broccoli” (Lee &
Hammer, 2011, p. 4). gamification would be
for educational managers to take up the
 idea and run with it. Any kind of gamification
above the individual class level could be
counter-productive, and well-meaning
attempts to encourage teachers who neither
know or care about game design to gamify
their courses could be disastrous, as would
foisting games on students who are
unconvinced of their value; what works in a
class of playful undergraduates may not go
down so well with a group of sober PhD.
students, for example. To return to my
original definition, a game is a structured
activity designed to facilitate play. It is play
that promotes learning, not game
mechanics. For this reason,
the success of any kind of gamification in
education depends on its ability to foster a
playful attitude in students, and indeed in
teachers.
5 Jonas Gamification Göteborgs This review began by describing the digital
HjertÄmneslära A possibility for ELT universitetsbibliotek natives and hypothesized the needs of the
rprogrammet in the digital era current generation. As a possible tool in
meeting these future demands, gamification
was presented and conceptualized in the
first part, with emphasis on certain game
design elements. The second part explored
gamification in relation to education and
English Language Teaching (ELT). In general,
there seems to be sufficient evidence of
increased student motivation, while not
demanding excessive effort from the
teacher, to suggest implementing
gamification theory in the classroom. In this
conclusion, the main results will be
elaborated upon and some issues will be
discussed.
Firstly, several contemporary
theories, such as Self-Determination Theory
(SDT), were examined. In arguing from
different viewpoints and by looking at
various aspects of gamification, these
theorists were all seen as complementing
the central definition by Deterding et al.
(2011). One area with significant overlaps
was the focus on points, badges and
leaderboards (PBL), and a brief description
of these as well as some points of criticism
was provided. While it was concluded that
being in control of mastering goal-oriented
tasks and receiving clear, instantaneous
feedback seem to be successful motivators,
research has to examine the possibilities of
many more game design elements,
especially those not easily testable.
Furthermore, for gamification to evolve into
a comprehensive methodology, theories and
game design elements need to be integrated
and researched in different contexts and
over longer periods. One starting point for
such an endeavour could be to confirm and
refine Marczewski’s (2013a, 2013b)
gamification user types.
Secondly, the current state of
gamification in education was established
with a theoretical focus on Kapp’s (2012)
most recent work on knowledge domains,
complemented by Glover’s (2013) practical
considerations. From there, an overview of
the available studies was presented,
pointing out serious gaps in the current state
of research, such as the lack of qualitative
studies and sound scientific methodology.
While once more stressing the need for
research into various game design elements,
there were several indications of
motivational gains from using gamification
mechanics in education, and it could,
therefore, be argued that teachers should
try to implement some gamified elements in
their classrooms. Issues still to be resolved
include whether and how PBL should be
used, especially since their competitive
nature seems to influence some students
negatively. Furthermore, there is an
apparent conflict between the individual
need for autonomy and noncoerced
initiation on the one hand, and the
externally imposed gamified systems on the
other – a problem which needs to be
resolved in both theory and practice. One
final note is that many studies were
dependent on websites and programmes for
the implementation of gamification in
school, and the effectiveness and adequacy
of these should be evaluated by future
research.
Thirdly, due to the absence of
empirical studies, some online resources
regarding gamification within ELT were
evaluated through the theoretical
framework. The conclusion is that the area is
scientifically uncharted, with teachers of
English being left to navigate without a
compass. Thus, the limitations of the current
state of research are even greater in this
 context. Additionally, valuable information
could be gained from investigating how
various game design elements could be
combined with existing theories and
methods of ELT. Examples of possible areas
for such research include measuring the
benefits of using quests as task-based
learning and saving progress in portfolios.
Similarly, the core concept of clear,
immediate feedback within gamification
would stand to benefit from validation from
existing research on feedback.
Lastly, while points used for grading
and leaderboards for competition could
possibly impact the classroom negatively,
achievements appear to be useful and
should be explored further, especially class
achievements not focusing on competition
but cooperation, which is essential today.
Furthermore, among many elements in need
of study, the narrative structure could
possibly connect well to most concepts of
SDT and ELT, and would be an interesting
topic for future research. Finally, when
implementing gamification methods from
marketing in school, the importance of both
ethical and pedagogical caution cannot be
stressed enough. After all, education is not
about selling, but about learning.
6 Funda Sezgin Assessing the International Journal There have been innumerable studies
Perceptions of ELT of Recent Advances in conducted on gamification in the literature
Teachers on a Organizational as it is highly accepted to have influence on
Gamification Tool- Behaviour and not only in teaching or learning a foreign
A Scale Decision Sciences language, but also in other majors.
Development (IJRAOB) Deterding et al. (2011), Shute & Ventura
An Online (2013), Palomo et al., 2016, Moreno et al.
International (Double- (2008), Licorish et al. (2018), Milligan, et al.
Blind) Refereed (2013), Sailer et al. (2013), Stott and
Research Journal Neustaedter (2013), Marzano (2010), Wood
(ISSN: 2311-3197) et al. (2013), Méndez and Slisko (2013), and
2019 Vol: 5 Issue: 1 Iaremenko (2017) are only a few illustrations
from the literature which focused on various
issues to investigate or evaluate the term
gamification. However, considering the most
popular gamification tools, a unique scale
was developed in this particular study. The
scale developed in this study focuses on the
perceptions of ELT teachers while similar
studies in the literature focus on learners’.
Moreover, the scale in the present study
was verified employing statistical procedure
 –including DFA- which has not been
encountered in the literature.
The aim of this paper was to develop a scale
on assessing the perceptions of teachers on
a gamification tool in ELT classroom. Here; in
this study, Kahoot, which is one of the most
popular and demanding tool, is used as a GT
for this purpose. We have ended up with a
22-itemed scale aiming to measure ELT
teachers’ perceptions on GTs. The scale’s
reliability is validated through series of
analysis.
This particular study is not without
limitations. The main limitation is about the
subject GT of the study. Only Kahoot, which
may be the most popular GT, is used for
revealing the perceptions of ELT teachers;
however, a study focusing on gamifications
in general would contribute literature
better. Another limitation is that the major
participants of this present study are
females with 76,8 %. The studies with more
male participants may lead different results.
Therefore, future research on this aspect
can include equal numbers of genders.
7 James Banfield, Increasing Student Contemporary Issues In this study, we sought to test the
Eastern Intrinsic in Education Research, usefulness of gamification as a teaching
Michigan Motivation And v7 n4 p291-298 2014 pedagogy in Information Assurance classes
University, Self- to increase intrinsic motivation and self-
USABrad EfficacyThrough efficacy in students. This was a qualitative
Wilkerson, Gamification study on the usage of gamification as the
Eastern Pedagogy underpinning of experiential learning theory
Michigan (ELT) as the tool used to increase intrinsic
University, USA motivation (IM) and self-efficacy (SE) to
perform IA tasks. Intrinsic/Extrinsic
motivation As seen in the student
responses, intrinsic motivation increased
dramatically with the introduction of
gamification. The course taught with
didactic pedagogy had only 2 students who
found the exercise fun and only 3 students
who were able to organize knowledge and
relate it to existing knowledge (Lei, 2010). In
the exercises that were taught using
gamification, 25 found the work fun and 56
were able to tie the work to previous
knowledge. An alarming rate of 92.2% of
the students exposed to gamification
responded in intrinsic motivation themes.
Only 30.5% of the didactic students
where intrinsically motivated. Burguillo
states clearly that intrinsic motivation is a
key element to achieved learning.
Increased IM will prompt the student to
engage in exploration, effort, and
participation driven by curiosity and not
explicit reward (2010). Extrinsic motivation,
whereby the student is motivated by
grade, least effort needed, and external
sources of motivation revealed themes
that were an expectant opposite.
Aminiscule .078% of the gamification
students were motivated extrinsically, while
the didactic class was .70% externally
motivated.
Self-efficacyTo measure self-efficacy we
used the seminal chapter from
Zimmerman’s book Adolescents'
development of personal agency: The role
ofself-efficacy beliefsand self-regulatory
skill(2006). More specifically, we used
Albert Bandura’s chapter Guide for
Constructing Self-efficacy Scales, which
has been cited in other research over
1300 times (1997). Efficacy items should
accurately reflect the construct. Self-efficacy
is concerned with perceived capability.
According to Bandura, the items should
be phrased in terms of can dorather than
will doas can is a judgment of capability;
will is a statement of intention
(1997).Discussion questions/statements to
study self-efficacy included: Can you figure
out any assignment in Windows server?
Can you finish assignments for 344
completely and on time? I feel I can
accomplish untaught administration tasks. I
feel I can help others with the course.
Students were asked to rank the comfort
levels in each of the themes above.
Specifically, the students were asked to pick
a quartile 0-100, and then provide their
personal rank within the quartile.
Self-efficacy (SE) is as personal confidence
that one has to execute strategy to
attain designated goals (Bandurra).
Zimmerman (1997) found SE to be highly
correlated with student intrinsic motivation,
while Schunk & Hanson found that increases
in student effort and rate of performance
increased with higher SE (1987). In our
study, we found that student SE soared
while being taught using gamification
pedagogy. Consider the student self-
confidence in the statement, “I can figure
 out how to do anything in Windows server”.
In the gamification course, 90.3% of
students answered in the 50-100 range,
while 28.5% of the didactic class answered
in the same range on the same statement.
SE is a key ingredient to creating
aptitude and gamification is a pedagogy
that dramatically increases SE.
8 Apostolos Academic Check- International Journal Even though mobile learning has been
Koutropoulos Ins: Mobile of Instructional around for the last decade, it would appear
Gamification for Technology and that the environment is currently ripe with
increasing Distance Learning Vol. opportunities for using mobile learning to
motivationand 9. No. 5. engage students and staff on campus
engagement outside of the confines of the classroom.
around the campus More than 50% of incoming freshmen have
access to a smartphone, and there is a
desire for students to connect with others
and make learning fun (Dobbin, Dahlstrom,
Arroway, Sheehan, 2011). Social networking
services are experimenting with location-
based and event-based components to their
services, and there are established
mechanisms, like badges, to reward users
for participating in both established venues
and events, but also taking the path least
traveled. Badges and achievements aren’t
things that you only get in games any longer;
there is an interest in badges and other
reward and credentialing mechanism in
higher education (Carey, 2012; Mozilla.org,
2012; MacArthur Foundation,
2012).Academic check-ins are a good mobile
learning way to leverage this confluence of
factor to enhance learning and campus
engagement outside of the classroom. The
key thing to keep in mind is that a system for
academic check-ins should not be a siloed
enterprise. The data from such an academic
check-in system could be useful when
institutions undertake learning analytics
methodologies (Siemens, 2012) to
determine how to best extend learning
outside of the classroom and use the
learner’s own check-in to enrich what
happens in the classroom. This academic
check-in service could work in tandem with
learning analytics from Learning
Management Systems, like Blackboard, and
Social Research Management Systems
(Koutropoulos, forthcoming) to enable
learners to extend their own learning based
on the actions that they’ve taken in the
 Academic check-in service. Thus, instead of
having many different silos of information
and services, the campus has an ecosystem
that is adaptive and helps learners on their
way to becoming lifelong learners.
9 Ronald Dyer A Conceptual Gamification in This chapter seeks to approach gamification
Framework for Education and from a novel perspective commencing firstly
Gamification Business with an examination of such traditional
Measurement measurement metrics for learning and
development assessment as KirkPatrick’s
Four Level of Evaluation Theory, Kolbs
Experiential Learning Theory and Sweller’s
Theory on Cognitive Load as the premise for
the foundation of an appropriate
measurement system for development of
appropriate gamification metrics. Given that
these theorists represent the best of breed
as it relates to learning and cognition the
author feels an understanding of their
theories are relevant to anyone with an
interest in this emerging field. Secondly, the
chapter will leverage the combined
theoretical underpinnings of these theorists
to design a framework more appropriate for
measurement of gamification within the
business and education sectors. The
framework proposes to utilize the following
approach for construction of an appropriate
measurement model using the following:

1. Play assessment diagnostic

2. A gamification scorecard (Scoring

Rubic). i.e. GPAI (Game Performance
Assessment Instrument)

3. Pre/Post Knowledge Assessment &

4. Gamification Performance
Assessment Review (GPAR)

These four approaches will form the basis

for the development of a comprehensive
model integrating the key variables for a
measurement methodology to assess the
benefits of gamification both empirically and
as a value-added component across any
learning environment.
10 Sirhajwan Idek Developing Soft PEOPLE: International The findings of the research showed that
Skills Through Journal of Social gamification is a plausible method that can
Gamified English Sciences, Vol 5 No 1 be utilized to instill soft skills among
Language Activities (2019): Regular Issue
 (Zombie Challenge students while getting them to focus on
Series) particular target
forms in the English language. This means
that gamification can be carried out in
English language classes although more
stud ies need to be done to further
refine the process of
integrating it into syllabus and other
teaching methods.
Garland (2015) claimed that there were
very few studies related to gamification
in language learning as most studies in
gamification was done on science and
technology fields. This implies the need
for future research in language learning to
focus on the potential effects of gamification
in learners’
acquisition of target language. Hamari et
al. (2014) and Hanus and Fox (2015)
cautioned educators and researchers that
the effects of gamification might not be
as desirable as they seem since there is a
possibility that excitement of the game
elements might be caused by a novelty
effect. Gamification is still considered as
a new trend and that might have caused
people to feel optimistic and exuberant
over its application but such feelings may
gradually disappear. However, it is still
crucial for educators and researchers to
continuously research and improve this
method in order to cater to the evolving
needs of learning experience in line with the
ever changing world.
11 Alexandru Gamified learning: Procedia Computer This project was started back in 2013 with
Topˆırceanua,∗ A role-playing Science 00 (2016) the belief that gamification can foster the
approach to 000–0 Volume 112, appearance of a new avant-garde teaching
increase student- 2017, Pages 41-50 system which could rise the intrinsic drive to
in-class motivation learn, so that students and educators may
benefit from it. This paper presents a
detailed snapshot of this project, and the
obtained results prove the impact of our
proposal, which is further backed up by
feedback offered at the end of each
semester by participants. Gamification is
indeed a powerful tool which, if used
correctly, promotes satisfaction in
education, and brings students in class
together to work, learn and compete.
Nevertheless, technology, in this context, is
presented not as the indispensable drive of
education, but merely as facilitator for the
 necessary visual cues and automated
computation; the educator remains in our
view the true drive of meaningful education.
He only has to enrich his techniques with the
use of custom motivators with whom young
people emphasize namely game elements in
an educational context, without sacrificing
any of the academic context.
In this paper we have first detailed the rules
with which gamification is applied, how
students are perceived as heroes in a role-
playing game, and the complex mechanism
through which experience points are
accumulated. Then, we presented the 4
generations of students on which the testing
was done, two of them with control groups.
Further, we present the results on the 6
datasets, namely the distribution of grades,
the accumulation of accomplishments, and
the percentage of high marks. A comparison
to the control groups, which relied on classic
grading schemes, shows that in the gamified
groups all metrics are in favour of the more
modern approach. For instance, we obtain
an overall attendance boost from 50-72% to
77-93%, the percentage of students with full
attendance rises from 6-12% to>50%,and
the amount of high marks is increased by a
factor of roughly 4-8 times.

12 T. von Leipzig1, Gamification: International Stellenbosch University is currently in the

K.H. von Teaching Within Conference on initial planning phase of developing a
Leipzig1, V. Learning Factories Competitive learning factory in the Department of
Hummel2 Manufacturing 2016 Industrial Engineering. The potential for
gamification is clear, but whether or not it
has a lasting effect remains to be seen
although the trends suggest so. To assess
the effect of gamification within the learning
factory, a learning module will be developed
for the addition of gamification into the
Stellenbosch learning factory. The still
conceptual plan is to design a gamified
module for “Shop floor management” to
teach lean basics as well as soft skills. The
game will be designed and implemented
into the module by means of scientific or
experimental validation. In such a validation
procedure, one has a control group and a
test group. In this case, the control group
will be a group of students who partake in
the module in the basic learning factory
 without gamification. The test group will
partake in the gamified version of the
module,
still within the learning factory. The two
groups will then be assessed to determine
whether the addition of gamification had
any impact on their understanding and
results. The full potential of a more
constructivist teaching approach can only be
reached if both teaching and assessment
methods are redesigned. It is the aim of this
project to assess the potential of
gamification in
the learning factory, and contribute to the
redesign of the learning environment at
Stellenbosch University.
13 Sarwat Shaheen The Eclectic Book of This research aims to study the development
QureshiMS Method: A AbstractsICLAP 2016 of basic competencies in language learning
Scholar in Revolution in and the implementation of related pedagogy
English English Language for the learners of FLE -French as a foreign
Linguistics, Teaching in Higher language. The four basic competencies
Mehran Secondary consist of written and oral
University of Institutions comprehension, and written and oral
Engineering & expression. The central hypothesis focuses
Technology, upon the scheme of studies and lesson
JamshoroQurat plans and evaluates and questions, in the
-ul-Ain first phase, the efficacy of the existing
MirzaAssistant pedagogical scheme, while in the second
Professor, phase, it elaborates and suggests an
English alternate model of foreign language
Language acquisition vis-à-vis the needs of the
Development learners and the mutual objectives to be
Center, Mehran achieved through this teaching-learning
University of process. Through a qualitative approach,
Engineering & the linguistic, sociolinguistic and psycho
Technology, affective factors are determined for the
Jamshoro learners of FLE, levels A1 and A2 of
DELF. The research sample comprises of
adult Pakistani learners of FLE seeking to
learn French in a university or a college
environment. In view of the analysis of
the teaching-learning process of FLE and
the varying needs of the language
learners, the major dysfunctions are
identified and evaluated in achieving the
desired result and in attaining the required
objectives. On the basis of these
malfunctions affecting the language
engineering of FLE, an alternate design is
suggested for a better integration of the
teaching-learning process and to respond
 more acutely towards establishing a better
adapted learning design for FLE.
14 Harwati Hashim Improving ESL Arab World English Based on the findings of this paper, it can be
Faculty of Learners’ Grammar Journal (AWEJ) Special concluded that gamified-learning is effective
Education with Gamified- Issue on CALL Number in terms of grammar achievement. Learners
Universiti Learning 5. July 2019. Pp.41-50 are able to obtain better results when they
Kebangsaan learn grammar using online language games.
Malaysia, Some of the factors involved in positive
Selangor, academic achievement include motivation
Malaysia and fun. An online language game is fun, to
Karmila Rafiqah begin with. Due to that, it motivates learners
M. Rafiq in playing the game. When learners are
Faculty of interested in playing, their confidence level
Education as well as their self-esteem in learning
Universiti grammar increases. The traditional method
Kebangsaan of teaching is unfavorable for ESL learners.
Malaysia, This in return provides a positive feeling
Selangor, towards learning grammar through online
Malaysia games. As learners have a positive attitude
Melor Md. towards learning ESL grammar, they benefit
Yunus from it by gaining better results. Therefore,
Faculty of it would be best if teachers start using online
Education language games in teaching ESL grammar. It
Universiti is crucial for teachers to effectively integrate
Kebangsaan technology in aiding their lessons for an
Malaysia, efficient learning outcome. Overall, with the
Selangor, rapid advancement of technology and
Malaysia gadgets, ESL learners will benefit massively
through gamified learning.
15 Dr. Mohammad Guided Discovery CDELT Occasional This research aimed at improving primary
Abu El-Magd Based Gamified Papers vol.63, June pupils’ grammar learning in order to
Tasks for 2017 increase their grammar achievement by
Improving Primary discovering the grammatical language
Pupils’ Grammar features as well as motivating them to
Learning gasp the grammar content accurately and
practice its tedious tasks with fun. Grammar
rules and practice drills of units six and
seven in the Ministry of Educationsecond
term English Language Textbook for
6thprimary grade(Time for English 6)were
introduced to the experimental group in the
form of guided discovery based gamified
tasks in order to determine how far guided
discovery based gamification was effective
in improving their grammar learning. The
participants were 64 6thyear primary grade
pupils from one of Ismailia public
governmental primary schools. The
research design was the experimental one
in which the participants were divided
into two groups: Experimental group of
32 pupils and Control group of 32 pupils.The
 measurement tool was a grammar test
developed by the researcher. The findings
revealed that discovery based gamified tasks
improved primary pupils’ grammar
learning significantly.So, they are
recommended to be used.
16 Walter Task-Based
Schrooten Language Teaching
and ICT:
Developing and
Assessing
Interactive
Multimedia for
Task-Based
Language Teaching
ICT-based learning strategy refers to a process of acquiring English by EFL/ESL students covering
the 4 aspects of language skills (listening, speaking, reading and writing) when they are engaged in the
application of ICT such as interaction through social media application, getting information from a search
engine, browsing any sites, coding and webbing, gaming or even running a project on the web such as
creating a blog, vlog, or any product. ICT in real live almost in all aspects has become significantly used
across the world including among non-native English speakers such Indonesian English users.

Consciously or subconsciously, non-native English users have now been used to the exposure of
English expressions or terminology through the instructions in coding or webbing, various different video
or visual presentations and other necessity activities such as shopping, interacting and gaming. In this
highly diverse communication engagement, the English language has significantly become everyone’s
language all over the places. One obvious example is playing games which requires gamers to understand
the coding which can be retrieved in help menu (in a computer) or through Google and YouTube. The skill
can involve both reading and listening. Another popular example is the use of the Instagram for small
projects in the insta-story. Many have started to use both English and Indonesia. Not mentioning creating
comments in English on the social media.

This study attempts to analyze how (Dhehghanzadeh, 2019) the English language used by
Indonesian English users when they involve communication technology in the form of electronic devices
such as computer and mobile phone. In the meantime, linguistic analysis theoretically covers Syntax,
morphology, semantic and phonology. However, the division into these aspects as the nature of scientific
analysis should then be shifted into a different domain in the applied language analysis because there are
certain elements outside the linguistic domain. This article attempts to focus on two different perspectives
from which the linguistic analysis should be applied with the diminishing boundary between the elements.

First perspective is the virtual exchanges in which they use written form but with the nature of
spoken language including the paralanguage elements which normally found in real spoken utterances.
Apart from the various features offered by a messenger company, such as Whatsapp, Line or the likes, the
virtual chat have involved a number of spoken language features. According to
https://study.com/academy/lesson/spoken-language-features-types-examples.html, retrieved on
25/11/2019 at 21:33 p.m. The spoken language features include: (1) Adjacency pairs or interactive
exchanges, (2) Backchannels or showing responsive expressions, (3) Deixis or use of pronouns but no
referring to the one formerly spoken, instead, to the one both speakers see or feel. (4) Discourse markers
or signposting, (5) Elision or contraction including lazy pronunciation (6) Hedges or down-toning
expressions and (7) Non fluency features

The first feature of the real chat, adjacency, is very much apparent in the thread of exchanges
using bubbles like in a comic to show the adjacency such as shown below:

Short chunks

(Excerpted from https://www.engadget.com/2016/06/12/whatsapp-quote-messages/)

Bubbles

(Source retrieved 29/11/19 at 09:21 a.m. http://qnimate.com/facebook-style-chat-bubbles-

using-css/)
 As shown above, the utterance is broken down in short chunks rather than in normal
paragraphing. The chunks represent breath pauses as if the speaker really tries to make the chats at a
certain pace. In other words the first feature is very much noticeable. The second feature, back channels,
like the first, is as noticeable especially by the use of mood expressions through emoticons or emojis,
stickers and GIF pictures.

Although official researches have not been found related to the use of deixis in social media
conversations, empirically, this phenomena takes place. There is even one advantage in spoken language
through social media chats, that it the thread which is automatically stored and can be tracked back. This
is to say that the nature of written language is at the same time appears in this mode.

As for the elision feature, as far as I am concerned based on the empirical observation, in the
social media messengers can split into at least three types: (1) absence of punctuations and marks such
as question mark. (2) Incomplete statements or dropping out articles and (3) contraction.

In short, the activity of using language as virtual communication cannot stop and the netizens (net
citizens) seem to be carried away with the luxury of technology as a part of their daily activity. It has
become the life necessity. English is a part of their language in this activity. The problem is that because
their native language interferes the way they use English, frequently, they make mistakes without them
realizing this. Once it becomes the jargon, the mistakes are then fossilized. In other words, there is a
strong tolerance among the users of ICT. The following are some examples of tweets from March 26, 2010
that contain nonstandard English:

- RT @ Pete4L: Guys plz d/l the lettr Ive written 2 Jeff Gaspin, he's THE man who can giv us
#Heroes S5 http://tinyurl.com/y9pcaj7 #Heroes100
- @SkyhighCEO LOOOL heyyy! shullup! #Jujufish
- LUV HER o03.o025.o010 thankx to da sis ariana 4 makin da pic I most def lyk it but goin 2
da rink 2 moRrow ya dawg wit da http://lnk.ms/5svJB
- Q: hay justin SCREEEEEEEEEM!!!!!! i luv u OMG!!!!!!! i did a quiz ubout if me and u wer thu
only ones o http://www.society.me/q/29910/view

(Retrieved at 01:55, 29/11/19 from https://www.thoughtco.com/tweet-definition-1692478)

This leads to the second perspective on the language awareness. There is a phenomenon on the
higher awareness of using English either from the provider through variety of applications and the users
as well. Although Microsoft Word is geared with language spelling and grammar check, Indonesian users
have frequently ignored it and opted the Indonesian language setting. Later along the time, Google Play
also provide a number of dictionaries either it be on or off line. As time goes by and network business
rapidly developed, applications of English tutorial start mushrooming. This has gradually made some users
grow their awareness along with the need for English use for commercial and image purposes.

A Website called “European Centre for Modern Languages of the Council of Europe” at
https://www.ecml.at/TrainingConsultancy/ICT-REV/tabid/1725/language/en-GB/Default.aspx in their
article “Online technology: Use of ICT in support of language teaching and learning” states that
 Language education is an area where open-access resources, online courses, virtual
classrooms and social networks based on information and communication technology (ICT)
are being increasingly used to give learners access to information, promote interaction and
communication, and enhance digital literacy skills. However, the rapid development of tools
and resources presents both opportunities and challenges. In order to maximize the
potential of ICT in language teaching, it is crucial that it is used in a pedagogically sound way
that corresponds to the individual needs of the learners. It is also important that the use of
ICT is introduced and supported in a sustainable way and in a range of pedagogical
approaches that promote lifelong learning.

The above statement shows strong concern for the awareness of the use of English. Another
example of the provider’s support is Grammarly whose promotion is everywhere offering cohered
software to your on-line applications such as email. In addition, Associate Professor Dr. Kim Hughes
Wilhelm (2010) also asserts that:

There are a number of ways in which students can be motivated to explore ideas and to
share their experiences with the use of technology, both inside and outside the classroom.
Student can hone their presentation and technical skills when presenting fieldwork
projects. This in turn motivates others to explore and learn about technology in order to
better show and tell about their projects.

In the Indonesia, although at present English is still in the level of foreign language and that many
still consider second importance or priority, some have actually been somewhat dragged to the reality
that English is inevitably needed. The conventional parameter such as standardized test, such as TOEFL,
IELTS or TOEIC, is still considered a kind of “drag” for some.

In conclusion, ICT is now within the system of all aspects of life. The linguistic analysis needs to be
adapted to the ICT language users especially on the productive mode (writing and speaking) where the
use of English is a part of most urban life society and students. The four language skills have no longer
clear cut especially in the applications of social media. Although there is a tendency that sloppiness still
takes place, the awareness of English language use gradually grows and the ICT language supports may
encourage them more.

There should be collaboration between the outside-school world and the school or educational
institutions. One of the possible approach in a small project given in the classroom and can be completed
outside of school such as at home or social environment including “virtual relations”.

Dhehghanzadeh, H. (2019). Using gamification to support learning English as a second language: a

systematic review. Computer Assisted Language Learning, 54.

Harwati Hashim, e. (2019). Improving ESL Learners’ Grammar with Gamified-Learning. Arab World
English Journal, 41-50.

Khan, M. S. (2012). BARRIERS TO THE INTRODUCTION OF ICT INTO EDUCATION IN DEVELOPING.

International Journal of Instruction , 61-79.
T. von Leipzig1, K. v. (2016). Gamification: Teaching Within Learning Factories. International Conference
on Competitive Manufacturing, 467-473.