Imene MAMINE (2024) Engaging EFL Students in English Literature Classes Using Digital Video Games The Case of Third Year Undergraduate EFL Students at Mohamed-Cherif Messaadia University, Souk-Ahras. University of Souk Ahras
Scientific Publications
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Abstract
ABSTRACT
This research project explores the incorporation of gamification, specifically digital video games, as an instructional tool for studying literature to enhance learners’ cognitive engagement in the English language department at Mohamed Cherif Messaadia University, Souk Ahras. The integration of gamification in English literature education aims to actively involve students, foster their thinking, and establish a conducive learning environment. Consequently, this study provides a comprehensive perspective on the involvement of English as a Foreign Language (EFL) learners in literature classes through the utilization of video games. Employing a mixed-method approach, combining qualitative and quantitative data collection and analysis, the research ensures validity and reliability through triangulation. This includes administering a questionnaire to third-year EFL students, conducting interviews with literature instructors, and observing traditional literature sessions alongside incorporating video games for literature instruction. The findings indicate a significant positive correlation between the use of video games and increased student engagement and motivation in English literature classes. Classroom observations and qualitative data highlight that gamification fosters active participation, enhances interaction, and creates an immersive learning environment. The study underscores the transformative potential of gamification in promoting active learning, deep engagement, and sustained motivation among EFL learners. These insights suggest that integrating video games into literature education can effectively enhance the educational experience and foster greater student involvement in learning.
This research project explores the incorporation of gamification, specifically digital video games, as an instructional tool for studying literature to enhance learners’ cognitive engagement in the English language department at Mohamed Cherif Messaadia University, Souk Ahras. The integration of gamification in English literature education aims to actively involve students, foster their thinking, and establish a conducive learning environment. Consequently, this study provides a comprehensive perspective on the involvement of English as a Foreign Language (EFL) learners in literature classes through the utilization of video games. Employing a mixed-method approach, combining qualitative and quantitative data collection and analysis, the research ensures validity and reliability through triangulation. This includes administering a questionnaire to third-year EFL students, conducting interviews with literature instructors, and observing traditional literature sessions alongside incorporating video games for literature instruction. The findings indicate a significant positive correlation between the use of video games and increased student engagement and motivation in English literature classes. Classroom observations and qualitative data highlight that gamification fosters active participation, enhances interaction, and creates an immersive learning environment. The study underscores the transformative potential of gamification in promoting active learning, deep engagement, and sustained motivation among EFL learners. These insights suggest that integrating video games into literature education can effectively enhance the educational experience and foster greater student involvement in learning.
Information
| Item Type | Master |
|---|---|
| Divisions | |
| ePrint ID | 5075 |
| Date Deposited | 2024-07-08 |
| Further Information | Google Scholar |
| URI | https://univ-soukahras.dz/en/publication/article/5075 |