[The Use of Virtual Gaming in the Teaching of the English Language at Lower Secondary]

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Acknowledgement

I would take this opportunity to thank my research supervisor, family and friends for their support and guidance without which this research would not have been possible.

DECLARATION

I [type your full first names and surname here], declare that the contents of this dissertation/thesis represent my own unaided work, and that the dissertation/thesis has not previously been submitted for academic examination towards any qualification. Furthermore, it represents my own opinions and not necessarily those of the University.

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Abstract

In this study we try to explore the concept of virtual gaming in a holistic context. The main focus of the research is on English language learning and its relation with virtual games. The research also analyzes many aspects of interactive games and tries to gauge its effect on English language learning. Finally the research describes various factors which are responsible for English language learning and tries to describe the overall effect of interactive and virtual games on English reading, writing and speaking skills. The purpose of this study was to design a game-based online English vocabulary learning environment entitled “Magic Rainbow English Island”. This learning environment consists of game-based courseware and competitive activities for elementary school students' self study outside the classroom setting. This game also adopts Artificial Intelligence technology to provide adaptive individualized learning materials, challenges and advice to satisfy the various needs of different learners, and to achieve the various goals of different individuals. Two game modes are provided, namely barrier mode, and multi-battle mode. There were 28 fifth grade students and two teachers who participated in the evaluation. The outcomes of this research are presented in terms of the following dimensions:(1) The environment can enhance student's learning motivation; (2) students can improve their English vocabulary abilities through this learning environment; (3) the multimedia learning material can assist students' vocabulary development in terms of listening, pronunciation, reading and spelling; and (4) the competitive activity, multi-battle mode, is more enjoyable than barrier mode.

Table of Content

ACKNOWLEDGEMENTII

DECLARATIONIII

ABSTRACTIV

CHAPTER 1: INTRODUCTIONXI

CHAPTER 2: LITERATURE REVIEWXV

Methodological Frameworkxix

Research Designxx

Design of the Game-Based English Learning Environmentxx

Learning Content Designxxi

Game designxxii

Overall Results of Evaluationxxiii

Learning performancexxiii

Analysis of questionnaire and interviewxxv

The improvement of game activity should consider learning purposexxvi

Language Learning and Teachingxxix

Learningxxx

Teachingxxx

Teaching Methodologyxxxii

The Role of Teachers and Learners in the Classroomxxxiv

The Role of Grammar in Language Teachingxxxvi

Function of Taskxxxviii

Task Componentxl

Communicative Competence in Language Teachingxli

Discourse Competencexlv

Linguistic Competencexlvi

Actional Competencexlvi

Socio-Cultural Competencexlvii

Strategic Competencexlviii

Competency in Language Teachingxlviii

General Concept of Structure and Grammarxlix

Traditional Grammarli

Formal Grammarli

The Importance of Structureli

General Concept of Gamelxi

The Advantages of Using Gameslxvi

Research Variableslxx

The Population and Sampleslxxi

Populationlxxi

Samplelxxi

Research Instrumentlxxiii

The Validity of the Testlxxv

The Reliability of the Testlxxvi

The Material of the Testlxxvii

The Technique of Data Analysislxxvii

CHAPTER 3: DISCUSSION & RESULTSLXXIX

Nature of Datalxxix

Ethical Considerationlxxix

Reliability & Validitylxxx

Data Analysislxxx

Description of the Datalxxx

The advantages of using games in language teaching and learninglxxxi

Games motivate learnerslxxxii

Games promote learners' interactionlxxxiii

Games improve learners' language acquisitionlxxxiii

The Post-test Results of the Present Tenselxxxiv

The Post-test Results of the Past Tenselxxxvi

The Post-test Results of the Present Continuous Tenselxxxvii

The Post-test Results of the Future Tenselxxxix

The Post-test Results of ...