In a digitalized world, learners from the 21st century prefer game-like lessons instead of traditional methods that are preferred by teachers according to previous studies. Creating a fun and engaging environment in the classroom is not an easy task for the teachers. In this study, primary school teachers’ attitudes toward game-based learning are investigated together with the challenges and barriers they encounter when using digital games when teaching English as a second language in a Swedish classroom. A mixed method was used in this study. 30 teachers participated in the online survey and three pre-service teachersfrom public and private primary schools participated in the semi-structured interview in Sweden. The results of this study agree with the findings of previous studies. Teachers are generally very positive to implementing digital games into English language learning and admit the positive effect digital games contribute to the students’ engagement and motivation of learning English. However, due to the challenges teachers encounter with digital games, such as lack of time, knowledge, suitable games, and costs, teachers find it difficult to implement digital game-based learning in their English language teaching.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:hig-39043 |
| Date | January 2022 |
| Creators | Beshir, Alae Saed |
| Publisher | Högskolan i Gävle, Avdelningen för humaniora |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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