In Sweden, 50% of all teenagers between the ages 12-18 spend at least three hours a day, spending their time on anything from digital games to YouTube and homework research. Given the popularity of such activities, it is worthwhile investigating to what degree any one of them might be used to help facilitate English second language learning. Research show that digital games use lead to an enhanced vocabulary comprehension, reading comprehension, speaking comprehension, lowered anxiety level and enhanced willingness to communicate for L2 English learners. In the current study we used a qualitative teacher interviews and a quantitative student questionnaires to determine to what extent Swedish elementary school teachers and students in the southern part of Sweden perceive extramural multiplayer online games as being effective for facilitating L2 learning motivation and vocabulary acquisition, as well as their strategies for implementing digital gaming. The major conclusions of this study from both a teacher and student perception is that the motivation is enhanced in students who are frequent gamers, also enhancing their motivation in the classroom to learn English. Additionally, teachers found a wider vocabulary and knowledge of synonyms in students who frequently play games.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-30606 |
| Date | January 2020 |
| Creators | Stagevik, Markus, Benson, Cecilia |
| Publisher | Malmö universitet, Fakulteten för lärande och samhälle (LS), Malmö universitet, Fakulteten för lärande och samhälle (LS), Malmö universitet/Lärande och samhälle |
| 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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