The Perceived Appropriateness of Digital Games From ELL Teachers

Introduction

The primary goal of using technology as an educational tool is to support students’ development and enhance their learning outcomes. A combination of both traditional and technology-based learning strategies can significantly improve students’ education. Moreover, according to research by the The Pew Research Center (2018), 84% of children between the ages of 12 and 17 play digital games, thereby creating a gaming culture. In this regard, children are more content with an interactive learning approach that allows them to solve problems. For decades, students have struggled to stay motivated in school (Dichev & Dicheva, 2017). Without a digital strategy to our approach to education, there is a disparity between learners’ preferences and teachers’ methods. In recent decades, an emerging approach known as Digital Game-Based Language Learning (DGBLL) has proposed a fresh look into language learning. When teachers lack the pedagogical knowledge of digital games they might not appreciate the potential of DGBLL. Consequently, some teachers are bound to be skeptical of using digital games for classroom activities, because of their perceived negative impact. The literature around DGBLL is scarce, despite the clear connection between digital games and language learning (Gee, 2007; Peterson, 2013; Reinders, 2012; Thorne, & Watters, 2013). Research shows that digital games have numerous benefits for students, such as psychological and language improvements (Hung, Yang, Hwang, Chu, & Wang, 2018); therefore, ELL teachers should thoughtfully consider implementing them in their own classrooms.

Digital games can help modern-day ELL students thrive in the classroom. According to Mozelius, Harnandez, Sallstrom, and Hellerstedt (2017), the use of digital games as an instructional tool in several subjects has improved students’ learning outcomes. Furthermore, language teachers have reported that digital games have developed students’ cognitive skills, motivated students to engage and participate in classwork, and indicated that using digital games as an instructional tool is shown to be an effective teaching strategy (Li, 2017). The relationship between digital games and language learning has been documented to also lower anxiety and improve motivation (Horowitz, 2019; Iaremenko, 2017; Reinders & Wattana, 2015; Vosburg, 2017) which makes ELL teachers’ perception of them and the role they play in teaching and learning even more valuable. Twenty-first century children were born into a technologically advanced environment that enabled them to become digitally savvy, meaning that students in the contemporary world have different styles, approaches, and needs for learning compared to previous generations. Digital Natives, a term coined by Marc Prensky, (2001), describes those who grow up in the digital world that are “’native speakers’ of the digital language of computers, video games and the Internet.” (p.1). Thus, ELL teachers face challenges when they try to adapt to these new learning attitudes. Using diverse teaching styles and approaches is paramount to their students becoming more engaged and motivated to learn. Therefore, ELL teachers perceived appropriateness of digital games can influence their use and implementation in teaching and learning. This work is part of a larger study that examines ELL teachers’ perception of digital games.