The Opinions and Attitudes of the Foreign Language Learners and Teachers Related to the Traditional and Digital Games: Age and Gender Differences

Introduction

There has been a considerable discussion in the literature on the advantages of the information and communication technologies (ICT) in modern life (e.g. Collins & Halversont, 2010; Säljö, 2010; Kukulska-Hulme, 2009; Thorpe & Edmundst, 2011; Hammond, Reynolds, & Ingram, 2011; Wong & Looi, 2010), the contribution of the Internet and other artefacts in education and cultural awareness development (e.g. Thorne, 2003; Lu, Yang, Peng, & Chou, 2004; Thorne & Payne, 2005; Bretag, 2006; Kaluza & Golik, 2008; Wang & Coleman, 2009; Chu & Tsai, 2009), the effect of playing games on learning (e.g. Neville, Shelton, & McInnis, 2009; Hong, Cheng, Hwang, Lee, & Chang, 2009; Gee, 2003; Becker, 2007; Neville, 2009; Prensky, 2003; Rankin, Gold, & Gooch, 2006; Kickmeier-Rust & Albert, 2010; Barab, Thomas, Dodge, Carteaux, & Tuzun, 2005; Nash & Williamson Shaffer, 2011), and the implementation and principles of designing good digital games, virtual and online learning environments (e.g. Brox, Evertsen, Heggelund, & Andreassen, 2006; Squire, Giovanetto, Devane, & Durga, 2005; Squire, 2006; Gu, Gu, & Laffeyt, 2011; Rosas, Nussbaum, Cumsille, Marianov, Correa, Flores, Grau, Lagos, Lopez, Lopez, Rodriguez, & Salinas, 2003; Gee, 2004; Ravenscroft & McAlister, 2006; Gros, 2007; Moreno-Ger, Burgos, Martinez-Ortiz, Sierra, & Fernandez-Manjon, 2008; Franciosi, 2011; Kiili, 2005). The literature has accumulated a significant amount of and attention catching information and data on these matters, especially in the last decade. However, it should be noted that the literature would provide those who are specifically interested in the field of foreign/second language (FL/SL) learning and teaching with very little concrete and usable evidence or material in relation to learner and teacher profiles, gender factors, and age differences, or foreign language skills developing materials. So, it seems that there is need for research on the differences between the teachers and the ‘new generation’ learners of foreign languages, their opinions about using games in education, and the nuances of the two genders (male and female) in relation to their fascination with playing traditional and digital games, and their tendencies in preferring one with or without deliberate purpose of learning or developing a certain language skill. In the present study the following terms will be used interchangeably throughout the manuscript: