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English Teachers' Practice and Perspectives on Using Educational Computer Games in EIL Context

English Teachers' Practice and Perspectives on Using Educational Computer Games in EIL Context

Li-Jen Wang, Ying-Tien Wu, Chiu-Ming Hu
Copyright: © 2016 |Volume: 12 |Issue: 3 |Pages: 14
ISSN: 1548-3908|EISSN: 1548-3916|EISBN13: 9781466689220|DOI: 10.4018/IJTHI.2016070103
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MLA

Wang, Li-Jen, et al. "English Teachers' Practice and Perspectives on Using Educational Computer Games in EIL Context." IJTHI vol.12, no.3 2016: pp.33-46. http://doi.org/10.4018/IJTHI.2016070103

APA

Wang, L., Wu, Y., & Hu, C. (2016). English Teachers' Practice and Perspectives on Using Educational Computer Games in EIL Context. International Journal of Technology and Human Interaction (IJTHI), 12(3), 33-46. http://doi.org/10.4018/IJTHI.2016070103

Chicago

Wang, Li-Jen, Ying-Tien Wu, and Chiu-Ming Hu. "English Teachers' Practice and Perspectives on Using Educational Computer Games in EIL Context," International Journal of Technology and Human Interaction (IJTHI) 12, no.3: 33-46. http://doi.org/10.4018/IJTHI.2016070103

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Abstract

With in-depth interviews, the study explored 36 Taiwanese high school English teachers' practice and perspectives on using educational computer games (ECGs) in teaching English as an international language (EIL). The teachers were asked to experience an ECG for English vocabulary learning. Then, tape-recorded individual interviews were conducted. This study revealed that only few participant teachers had ever used computer games in their instruction; however, most of them were willing to use ECGs in their English classes in the future. It should be noticed that most participant teachers showed only poor understanding of ECGs and digital game-based learning.They recognized their insufficient specific pedagogical content knowledge (PCK), the need for technology-related skills, and the support from administration. Based on the finding derived from this study and those of previous research, cultural differences were further discussed. Also, implications for further research and teacher professional development were proposed.

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