Cristina A. Huertas-Abril
University of Córdoba, Spain
AboutAssociate Professor at the University of Córdoba, Spain. Research interests: Computer Assisted Language Learning, Teacher Training, Bilingual Education, Teaching English as a Foreign Language.
Paper presentation Create your story with Her Story: Digital Game-Based Learning to Foster Creative Writing in English as a Foreign Language more
Sat, Jun 18, 17:00-17:30 Asia/Tokyo
The use of digital game-based instructional strategies has been demonstrated as encouraging students’ learning performances and motivation when learning a foreign language. Moreover, in recent years creativity has been emphasized as a key competence, and has gained considerable interest in many fields of education; however, creativity – and especially creative writing – is not so commonly developed in English as a Foreign Language (EFL) lessons. This study investigates how a digital game, Her Story, was used to promote BA students’ creative writing in EFL in two contexts: University of Lower Silesia, ULS (Poland) and University of Córdoba, UCO (Spain). This study uses the aforementioned digital game, which presents a murder mystery, and presents a creative writing project to provide an authentic learning opportunity through which students are able to develop their creativity, use EFL in a meaningful way, and enjoy while learning. The study participants had an intermediate-advanced FL knowledge (English Level B2-C1, CEFR). There were 17 female and 8 male study participants in ULS, and 22 female and 3 male participants in UCO. The study was conducted from October to December 2021. In this mixed-methods research, the quantitative study includes a pre-test and a post-test to explore students’ creativity in both contexts; while the qualitative study aims for the in-depth understanding of students’ creativity considering their own creative stories based on the plot of the game according to the three constructs of Torrence’s model of creativity (originality, flexibility, and elaboration). The results aim to demonstrate how students’ perceptions and writing tasks exhibit creativity, as well as how this type of projects can enhance students’ motivation and engagement in learning EFL.
Paper presentation Spanish Bilingual and EFL Pre-Service Teacher Attitudes Towards Digital Game-Based Learning Considering the TPACK Model more
Sat, Jun 18, 16:15-16:45 Asia/Tokyo
Games play an essential role in our daily life and in our learning, both in nonformal and informal contexts, and the consideration that the only goal of games is entertainment has been overcome. In fact, digital game-based learning (DGBL) can support effective pedagogical methods as long as teachers are given the necessary time, training and tools to implement this approach in their lessons. Nevertheless, the use of DGBL could have not been possible without the evolution of educational technology, whose potential didactic uses and benefits for students’ learning and competences have been widely discussed and demonstrated in the specialised scientific literature. In this context, the link between educational technology and the Technological Pedagogical Content Knowledge (TPACK) model is clear. The TPACK model assumes that the proper use of educational technology is subjected to teachers’ content knowledge, methodological, and digital competences. In the same line, new frameworks related to the TPACK model have been developed in the specific field of digital games. Such is the case of the Technological Pedagogical Content Knowledge-Games (TPACK-G) model, which highlights the importance of teachers’ knowledge about the usage of digital games and their skills to use them for teaching purposes appropriately. Considering the link between the TPACK-G model and the use of DGBL, this exploratory quantitative research examines bilingual and EFL pre-service Spanish teacher perceptions (n = 64) about using digital games in their lessons, paying a special attention to the TPACK model. Responses show a positive attitude towards the potential use of digital games in their future bilingual and EFL lessons. The data presented in this study can be relevant to guide the design of curriculum and training programs, as well as to develop strategies to support and scaffold pre-service teachers’ knowledge and practical implementation of DGBL.