Login | Register

Activate space rats! Mobile gaming and L2 pronunciation

Title:

Activate space rats! Mobile gaming and L2 pronunciation

Grimshaw, Jennica (2016) Activate space rats! Mobile gaming and L2 pronunciation. Masters thesis, Concordia University.

This is the latest version of this item.

[img]
Preview
Text (application/pdf)
Grimshaw_MA_S2016_.pdf - Accepted Version
Available under License Spectrum Terms of Access.
1MB

Abstract

Oral fluency development, the automatization or fluidity of speech (Derwing et. al., 2009), is recommended as one of the last steps in the development of oral skills (Nation & Newton, 2008). However, because fluency development activities focus on speeding up and automatizing language use rather than introducing language new structures, they are often avoided by teachers (Nation & Newton, 2008).

Spaceteam ESL, a team-building game for smartphones and tablets, provides L2 learners with the opportunity to practice English by giving and receiving time-sensitive instructions; the game, therefore, has the potential to motivate fluency development (via speed) by lowering pronunciation anxiety and increasing willingness to communicate (WTC). While players must be in the same room to play, communication is mediated via mobile devices.

The current study examines the effect of Spaceteam ESL on oral fluency development, pronunciation anxiety, and WTC. The participants were from two classes (groups 1 and 2) of high-beginner ESL students at a college in Quebec, Canada. Group 1 played the game for 15 minutes as a classroom warm-up activity for a period of six weeks while group 2 acted as the control. Participants were recorded telling a short story about their summer vacation as a pre-test, post-test, and delayed post-test to measure gains in fluency, measured by syllables produced per minute and judges’ ratings. Pronunciation anxiety and WTC were examined qualitatively via semi-structured interviews. Randomly selected participants also participated in interviews to gain insight into their views about the use of the game as a pedagogical tool to reduce anxiety and increase WTC. Results suggest that, overall, gameplay has the potential to assist in fluency development and may contribute to lower levels of anxiety in language students.

Divisions:Concordia University > Faculty of Arts and Science > Education
Item Type:Thesis (Masters)
Authors:Grimshaw, Jennica
Institution:Concordia University
Degree Name:M.A.
Program:Applied Linguistics
Date:15 August 2016
Thesis Supervisor(s):Cardoso, Walcir
Keywords:mobile-assisted language learning, fluency development, anxiety, WTC, mobile gaming
ID Code:981583
Deposited By: JENNICA GRIMSHAW
Deposited On:04 Nov 2016 19:27
Last Modified:18 Jan 2018 17:53

References:

AbuSeileek, A. F. (2012). The effect of computer-assisted cooperative learning methods and group size on the EFL learners' achievement in communication skills. Computers & Education, 58(1), 231-239.

Allen, L. K., Crossley, S. A., Snow, E. L., & McNamara, D. S. (2014). L2 writing practice: Game enjoyment as a key to engagement. Language Learning & Technology, 18(2), 124–150.

Arnold, N. (2007). Reducing foreign language communication apprehension with computer-mediated communication: A preliminary study. System: An International Journal of Educational Technology and Applied Linguistics, 35(4), 469-486.

Baralt, M. & Gurzynski-Weiss, L. (2011). Comparing learners’ state anxiety during task-based interaction in computer-mediated and face-to-face communication. Language Teaching Research, 15(2), 201–229.

Baran‐Łucarz, M. (2014). Pronunciation Anxiety and Willingness to Communicate in the Foreign Language Classroom. Concordia Papers in Applied Linguistics, 5, 36-49.

Bell, J. S. (1995). The relationship between L1 and L2 literacy: Some complicating factors. TESOL quarterly, 29(4), 687-704.

Blake, C. (2009). Potential of text‐based internet chats for improving oral fluency in a second language. The Modern Language Journal, 93(2), 227-240.

Bradley, T., & Lomicka, L. (2000). A case study of learner interaction in technology-enhanced language learning environments. Journal of Educational Computing Research, 22(3), 347-368.

Chapelle, C. (2003). English language learning and technology: Lectures on applied linguistics in the age of information and communication technology (Vol. 7). John Benjamins Publishing.

Chik, A. (2014). Digital gaming and language learning: Autonomy and community. Language Learning & Technology, 18(2), 85–100.

Derwing, T. M., & Munro, M. J. (1997). Accent, intelligibility, and comprehensibility. Studies in second language acquisition, 19(1), 1-16.

Derwing, T. M., Rossiter, M. J., Munro, M. J., & Thomson, R. I. (2004). Second language fluency: Judgments on different tasks. Language Learning, 54(4), 655-679.

Derwing, T. M., Munro, M. J., Thomson, R. I., & Rossiter, M. J. (2009). The relationship between L1 fluency and L2 fluency development. Studies in Second Language Acquisition, 31(4), 533-557.

Dörnyei, Z., & Kormos, J. (2000). The role of individual and social variables in oral task performance. Language Teaching Research, 4, 275-300.

Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, New Jersey: Routledge.

Ducate, L., & Lomicka, L. (2009). Podcasting: An Effective Tool for Honing Language Students’ Pronunciation? Language Learning & Technology, 13(3), 66–86.

Girard, C., Ecalle, J., & Magnan, A. (2013). Serious games as new educational tools: how effective are they? A meta‐analysis of recent studies. Journal of Computer Assisted Learning, 29(3), 207-219.

Godwin-Jones, R. (2014). Games in language learning: Opportunities and challenges. Language Learning & Technology, 18(2), 9–19.

Godwin-Jones, R. (2015). The Evolving Roles of Language Teachers: Trained Coders, Local Researchers, Global Citizens. Language Learning & Technology, 19(1), 10-22.

Götz, S. (2013). Fluency in Native and Nonnative English speech. Amsterdam/Philadelphia: John Benjamins.

Gregersen, T. & MacIntyre, P.D. (2014). Capitalizing on language learners’ individuality: From premise to practice. Bristol: Multilingual Matters.

Grimshaw, J., and Cardoso, W. (2015). Flipping the classroom using Moodle. Presented at the Canada MoodleMoot conference at the Univerisité de Montréal, Montréal, QC.

Grimshaw, J., Cardoso, W., & Waddington, D. (2016). Save brown space chicken! Student perceptions of Spaceteam ESL. In J. Demperio, E. Rosales, & S. Springer (Eds.), Proceedings of the Meeting on English Language Teaching. Québec: Université du Québec à Montréal Press.

(N.d.). Guided learning hours. Cambridge English Support Site. Retrieved July 28, 2016, from https://support.cambridgeenglish.org/hc/en-gb/articles/202838506-Guided-learning-hours

Hattem, D. (2014). Microblogging activities: Language play and tool transformation. Language Learning & Technology, 18(2), 151–174.

Hew, S. & Ohki, M. (2004). Effect of Animated Graphic Annotations and Immediate Visual
Feedback in Aiding Japanese Pronunciation Learning: A Comparative Study. CALICO Journal, 21(2), 397-419.

Hird, K., & Kirsner, K. (2010). Objective measurement of fluency in natural language production: A dynamic systems approach. Journal of Neurolinguistics, 23(5), 518-530.

Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern language journal, 70(2), 125-132.

Hussien, A. M. (2014). The indicating factors of oral reading fluency of monolingual and bilingual children in Egypt. International Education Studies, 7(2), 75-90.

Jones, R. H. (1997). Beyond “listen and repeat”: Pronunciation teaching materials and theories of second language acquisition. System, 25(1), 103-112.

Kelm, O. R. (1992). The use of synchronous computer networks in second language instruction: A preliminary report. Foreign Language Annals, 25(5), 441-454.

Kim, S. H. (2014). Developing autonomous learning for oral proficiency using digital storytelling. Language Learning & Technology, 18(2), 20–35.

Kormos, J., & Denes, M. (2004). Exploring measures and perceptions of fluency in the speech of second language learners. System, 32(2), 145-164.

Kukulska-Hulme, Agnes (2009). Will mobile learning change language learning? ReCALL, 21(2), 157–165.

Lan, Y. J. (2014). Does second life improve mandarin learning by overseas Chinese students? Language Learning & Technology, 18(2), 36–56.

Liakin, D., Cardoso, W. & Liakina, N. (2013). Mobile speech recognition software: a tool for teaching second language pronunciation. Cahiers de L’institut des langues officielles et du bilinguisme, 5, 85–99.

Liakin, D., Cardoso, W. & Liakina, N. (2015). The acquisition of French /y/ in a mobile-assisted learning environment. Computer-Assisted Language Instruction Consortium, 32(1), 1-25.

MacIntyre, P. D., Dörnyei, Z., Clément, R., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4), 545-562.

McDonough, K., Crowther, D., Kielstra, P., & Trofimovich, P. (2015). Exploring the potential relationship between eye gaze and English L2 speakers’ responses to recasts. Second Language Research, 31(4), 563-575.

Nation, I. S. P., & Macalister, J. (2009). Language curriculum design. Routledge.

Nation, P., & Newton, J. (2008). Teaching ESL/EFL listening and speaking. New York: Routledge.

Ogata, H., & Yano, Y. (2003). How ubiquitous computing can support language learning. In Proceedings of Knowledge Economy and Development of Science and Technology (pp. 1-6). Honjo, Akita, Japan: Advanced Information Systems Engineering Laboratory.

Papadima-Sophocleous, S. (2015). Integrating computer assisted language learning into out-of-class extended learning: the impact of iPod Touch-supported repeated reading on the oral reading fluency of English for Specific Academic Purposes students. Reading Matrix: An International Online Journal, 15(1), 188-205.

Pennington, M. C. (1989). Teaching pronunciation from the top down. Regional Language Centre Journal, 20(1), 20-38.

Piechurska-Kuciel, E. (2014). Willingness to communicate in a foreign language: Evidence from those who approach and those who avoid L2 communication. D. Gabryś-Barker and A. Wojtaszek (Eds.), Studying Second Language Acquisition from a Qualitative Perspective (pp. 145-159). Switzerland: Springer International Publishing.

Poels, K., De Kort, Y., & Ijsselsteijn, W. (2007). It is always a lot of fun!: exploring dimensions of digital game experience using focus group methodology. In Proceedings of the 2007 conference on Future Play (pp. 83-89). New York: Association for Computing Machinery.

Reinders, H. & Wattana, S. (2012). Talk to Me! Games and Students’ Willingness to Communicate. H. Reinders (Ed.), Digital Games in Language Learning and Teaching (pp. 156-188). Basingstoke: Palgrave Macmillan.

Roediger, H. L. III, & Pyc, M. A. (2012). Inexpensive techniques to improve education: Applying Cognitive Psychology to enhance educational practice. Journal of Applied Research in Memory and Cognition, 1, 242-248.

Saito, K. (2015). Experience effects on the development of late second language learners’ oral proficiency. Language Learning, 65, 563–595.

Seferoglu, G. (2005). Improving students’ pronunciation through accent reduction software. British Journal of Educational Technology, 36(2), 303-316.

Sleeping Beast Games. (2015). Spaceteam: Cooperative iPhone and iPad Party Game. Retrieved from http://www.sleepingbeastgames.com/spaceteam

Skehan, P. (1991). Individual differences in second language learning. Studies in second language acquisition, 13(02), 275-298.

Stockwell, G. (2007). Vocabulary on the move: Investigating an intelligent mobile phone-based vocabulary tutor. Computer Assisted Language Learning, 20(4), 365-383.

Sundberg, R. & Cardoso, W. (2015). A musical application to aid second language learners’ development of pronunciation features (pp. 135-138). Volin (Ed.), Proceedings of the International Conference on English Pronunciation: Issues & Practices. Prague (Czech Republic): Charles University.

Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In Lantof, J. (Ed.), Sociocultural theory and second language learning (pp. 97-114). Oxford: Oxford University Press.

Taguchi, N., & Iwasaki, Y. (2008). Training effects on the oral fluency development in L2 Japanese. Japanese Language and Literature, 42, 413-437.

Trofimovich, P., & Baker, W. (2006). Learning second-language suprasegmentals: Effect of L2 experience on prosody and fluency characteristics of L2 speech. Studies in Second Language Acquisition, 28, 1–30.

Ville.sherbrooke.qc.ca. (2015). Statistiques sur la Ville - Ville de Sherbrooke. Retrieved from https://www.ville.sherbrooke.qc.ca/citoyen/statistiques-sur-la-ville

Warschauer, M & Healey, D. (1998). Computers and language learning: an overview. Language Teaching, 31, 57-71.

Young, M. F., Slota, S., Cutter, A. B., Jalette, G., Mullin, G., Lai, B., ... & Yukhymenko, M. (2012). Our princess is in another castle: a review of trends in serious gaming for education. Review of Educational Research, 82(1), 61-89.

Available Versions of this Item

All items in Spectrum are protected by copyright, with all rights reserved. The use of items is governed by Spectrum's terms of access.

Repository Staff Only: item control page

Downloads per month over past year

Back to top Back to top