Virtual Gaming in Teaching of English Language - Dissertation Example

?A Technological Symbiosis: The Use of Virtual gaming in the Teaching of the English Language for Intermediate/ Advanced learners of English as a Second Language Abstract: The objective of this study is to find out the important role played by virtual games in teaching English who have basic knowledge of English, whose second language is English and who wants to reach up to intermediate and advanced learners. But the major hindrance for them is they lack the day today atmosphere which is needed to keep in touch with the language, and which the native people easily get. It has also been described in this paper how the virtual games are used as a core material for teaching English and what type of games are used while teaching English on the four basic language skills, Listening, speaking, reading and writing. Introduction English has been the lingua franca and it has been widely used for communication with the people all over the world. ‘English is now the dominant or official language in over 60 countries and is represented in every continent’ (Crystal, 1997:106). During the twentieth century, numerous technological inventions and developments, such as the telephone, fax, electronic mail, internet, etc have facilitated communication between people from all walks of life and the language that is used most is English, as the following quote proves. ‘Most of the scientific, technological and academic information in the world is expressed in English and over 80% of all the information stored in electronic retrieval systems is in English’ (Crystal, 1997:106).Recent article states that, mastery of English is the “single most influential factor that determines access to elite educational institutions, and hence to important avenues of economic and social advancement.” (Kishwar 2005) To compete with the globalization, the students need to achieve the competency in English and in such case the role of a teacher is very crucial. “Good teaching happens when competent teachers with non-discouraging personalities use non-defensive approaches to language teaching and learning, and cherish their students.” (Dr. James E. Alatis Dean Emeritus) English for non native people is totally an alien language. The process of learning English should be natural as much as possible. “Young children learn languages as naturally as they learn to run and jump, paint and play. Young children are not worried by their language mistakes, nor about not finding the exact words.... Language acquisition is a by-product of playing and interacting with people.”(Colin Baker 2000) Emergence of advanced technology has given a new insight to the language learning approach. The process has become very sophisticated. “Advanced information technologies such as virtual reality, visualization, digital modeling, digitization, simulation, games, virtual worlds and intelligent one-on-one tutoring systems dramatically enhance teaching and learning of elusive concepts by translating abstractions into real-world contexts and providing customized instruction and individualized assessments.” (Space Exploration 2009) Language learning is divided into several aspects: phonology, orthography, lexicon and semantics, morphology and syntax as suggested by linguists (Akmajian, et al. 1984). The Definition of Language Games: There are several definitions to describe the term games. Some of the definitions are as follows: 1. A language-game is a philosophical concept developed by Ludwig Wittgenstein, referring to simple examples of language use and the actions into which the language is woven. 2. is a system of manipulating spoken words to render them incomprehensible to the untrained ear. Language games are used primarily by groups attempting to conceal their conversations from others. (Wikipedia definition) 3. “A game is a rule-based formal system with a variable and quantifiable outcome, where different outcomes are assigned different values, the player exerts effort in order to influence the outcome, the player feels attached to the outcome, and the consequences of the activity are optional and negotiable.” (Juul, 2003) Juul’s game definition contains the following six parameters: 1. The language has some rules. 2. Games have variables as well as irrefutable outcomes. 3. Games have values and some of them are positive while some of them are negative. 4. The players of the games have to take efforts for the successful results. 5. The players are deeply involved in the games and so their results. If the result is happy, he will win, and if the result is negative, he will lose the games and becomes unhappy. 6. The player can play the game with or without real life consequences. The scope and characteristics of virtual games: The research paper focuses on the virtual language games and the key role played by them in modern pedagogy of language learning. So it is essential to discuss the characteristics and scope of virtual games: 1. Basically the virtual games are very entertaining. The internet games are basically used for entertainment. Accordingly while entertaining the learners; the games also help them to enhance their language skills. 2. Like general games, virtual games also are interactive. Here the learner feels himself as a character of the virtual world or the world created by the games. “Video games are a form of interactive and engaging authentic materials currently receiving much attention from educators.” (Hu M. &Chang B.2007) The virtual environment has now proved to be the ideal environment for educational purposes. “Virtual worlds are intended for its users to inhabit and interact, and the term today has become largely synonymous with interactive 3D virtual environments, where the users take the form of avatars visible to others graphically.” (Cook, A.D. 2009). Many educational institutions, such as Harvard, Edinburgh University have invested significant amount of resources in building educational islands in Second Life. Second life is an online 3D virtual world. Below is the figure of 3D games: 3. In it the users assume an online identity and thus represent themselves within the Second Life Community. This identity is called an “Avatar,” who can talk, walk and even fly in the virtual world. He can communicate with other Avatars by using chat and sending messages. It gives the language learners an immersive experience. Use of effective graphics, the customizable avatars and the real life background sound such as bird, wind, waves etc draw attention to one’s sense of tele-presence. 4. There is a wide scope for the learners to use their own skill and creativity. The language games are specially aim to teach the non native speakers for whom the respective language is totally alien. These games are also popular among the kids as the kids are interested in playing. “Studies researching into which elements make videogames appealing highlight factors such as mechanisms for controlled and perceptible progress, immersion in an abstractly represented world, multimodality and, especially, a very short feedback cycle that allows players to develop theories and put them to the test in such a way that they receive an immediate answer from the game that allows them to find out whether or not their theory was correct.”( Pablo Moreno-Ger, Jose-Luis Sierra-Rodriguez, and Baltasar Fernandez-Manjon) 5. They need to be taught in a very interesting manner so that their learning process should be natural. The Importance of Games: It is very important to discuss about the importance of games in general as this can be applicable to the virtual games. 1. Games add interest to what students might not find very interesting. Sustaining interest can mean sustaining effort (Thiagarajan, 1999; Wright, Betteridge, & Buckby, 2005). After all, learning a language involves long-term effort. 2. Games provide a context for meaningful communication. Even if the game involves discrete language items, such as a spelling game, meaningful communication takes place as students seek to understand how to play the game and as they communicate about the game: before, during, and after the game (Wright, Betteridge, & Buckby, 2005). 3. This meaningful communication provides the basis for comprehensible input (Krashen, 1985), i.e., what students understand as they listen and read, interaction to enhance comprehensibility, e.g., asking for repetition or giving examples (Long, 1991), and comprehensible output, speaking and writing so that others can understand (Swain, 1993). 4. The emotions aroused when playing games add variety to the sometimes dry, serious process of language instruction (Bransford, Brown, & Cocking, 2000) Ersoz, 2000; Lee, 1995). 5. The variety and intensity that games offer may lower anxiety (Richard-Amato, 1988) and encourage shyer learners to take part (Uberman, 1998), especially when games are played in small groups. 6. Games can involve all the basic language skills, i.e., listening, speaking, reading, and writing, and a number of skills are often involved in the same game (Lee, 1995). 7. Games are student-centered in that students are active in playing the games, and games can often be organized such that students have the leading roles, with teachers as facilitators. 8. Many games can be played in small groups, thereby providing a venue for students to develop their skills in working with others, such as the skill of disagreeing politely and the skill of asking for help (Jacobs & Kline Liu, 1996). Other advantages of games played in groups include: a. The team aspect of many games can encourage cooperation and build team spirit (Ersoz, 2000). b. Although many games involve competition, this is not necessarily the case (Orlick, 2006). c. All the games are encouraging and here every participant is motivated and no one is kept aside. 9. As many games can be played outside of class, they provide a means for students to use the language outside of class time (Ellis, 2005). 10. Games can connect to a variety of intelligences (Gardner, 1999), e.g., a. Games played with others involve interpersonal intelligence b. Games involving drawing connect with visual/spatial intelligence c. Games often have a hands-on element, such as cards, spinners, or pieces, which connect with bodily/kinesthetic intelligence Brief History of Language Learning: After World War II, America started to launch a language learning program for the military people. This program was launched as the essential part of their military operations. It became popular due to its quickness and effectiveness in making people competent in foreign languages. Audio lingual method or Aural- oral method is also called as “Army Method.” “Audio-lingual is the term recommended by Nelson Brooks of Yale University to stand for the method of teaching a foreign language with a view to developing in the learners the aural-oral abilities to communicate through the language.” (Mukalel J.C.2005) This method was based on behaviourist theory. According to this theory the language is to be taught through the reinforcement system in which positive response will be given to the correct use of the trait, whereas, negative response will be given to the wrong use of the trait. With the help of mimicry, memorization and over learning of language this method showed an immediate result. But according to the research it was found that this method was not useful for long term basis. The new methods of language teaching were developed in this period. It attempted to capitalize on the importance of psychological factors in language learning. It is David Nunan (1989:97) called these methods as Designer methods, as they took a one-size-fit-all approach. There are two types of Designer methods, Suggestopedia and The silent way. After that the strategies-based instruction method was developed and the text books and syllabi followed the guidelines based on strategic based instruction method. Below is the list of Ten Commandments developed by Brown H.D., which is the fine example of this method. (Brown, H. D. [2000: 137]) Teacher’s version Learner’s version 1. Lower inhibitions Fear not! 2. Encourage risk taking Dive in 3. Build self-confidence Believe in yourself 4. Develop intrinsic motivation Seize the day 5. Engage in cooperative learning Love thy neighbour 6. Use right-brain processes Get the BIG picture 7. Promote ambiguity tolerance Cope with the chaos 8. Practice intuition Go with your hunches 9. Process error feedback Make mistakes work FOR you 10. Set personal goals Set your own goals This method gave the learners autonomy and they could take responsibility of their learning and they didn’t have to expect everything from their teacher. The spoon feeding was discouraged and the self study was encouraged. Later on the approach “communicative language teaching” (CLT) was developed. It focused on the interactive method. It makes the learners to cope up with the real life situations in which they need to communicate with each other. This approach proved useful even for learning virtually. The virtual games based on different situations can be developed and thus the students can be given enough scope to interact and thus develop their communication skill. The emergence of 3D virtual reality along with online 3D chat, computer vision and graphics technologies and 3D virtual classroom give the readers an immersive experience via real-time written and voice to voice communication. The games such as “Captain Blood,” This game are based on the interaction with aliens. The objective of this game is basically find and disintegrate five clones of Captain Blood and to find them the gamer must speak various aliens for winning their trust. The player must learn the language of the aliens. Here the target language can be used to teach the learners. (UTube) Video games for developing reading skill: While discussing about the role of virtual games in developing reading skill, Sue Teele says, “Computer assisted instruction can be used to support reading process by appealing to different intelligence. The LeapPad Learning system by LeapFrog, for example, is designed for both prereaders and more advanced readers who are developing reading fluency.”(Teele S, (2004) The method for online reading can be done on the following four methods implemented already by “My Virtual Teacher: Read To Me- Virtual tutor reads the story with exciting animation I Can Read- Beginning vocabulary word-based activities Interactive- Clickable animations with interactive quizzes to test reading and vocabulary comprehension Paint- Unleash creativity and illustrate scenes while listening to a story (Jennifer2010) The Song/Music Game: The nursery rhymes and other songs can be presented before them in a good animated way so that they would start roaming in the world of the animated world created in front of them and then conducting the exercises on four modules: Listening the song repeatedly Reading the lyric of the song Writing the songs and studying the world thoroughly Saying and singing the song with the same accent Poems and songs are the interesting subject not only for the children but for the grown up people also. They can grasp the world more easily and immediately through the medium of song and music which otherwise is a monotonous job for them to learn the words and their spellings. While telling about the music activities for developing reading skill Sue Teele informs, “Interactive talking. The teacher can show them their favourite cartoons which are having interesting title songs such as “Make Way for Noddy.” There are puzzle games. In this type of games numerous small, oddly shaped pieces are assembled. Each puzzle consists of a small part of a picture. To test the reading skill of the learner the teacher can give a comprehension passage with multiple choice questions. The learners are supposed to click the right answer. For the right answer a particular animated figure will appear to congratulate them for the right answer and for wrong answer the same animated character will give some negative response. The game will be based on behaviorist theory. Virtual Villagers: Virtual Villagers is a very interactive, interesting and challenging game designed for the kids. The game is very useful basically for enhancing reading and vocabulary skills. According to Larry Ferlazzo (2007) says, “Virtual Villager is a game where the player helps villagers survives on a Pacific Island.  I think it might be an interesting language development exercise for English Language Learners. Players have to continually follow a serious of written instructions written in simple English.” (Ferlazzo L. 2007) Virtual games for listening skill: Many virtual games are available to enhance the Listening skill of the learners. It is a general perception that if you want to be a good speaker or talker, you need to listen a lot. The Findsounds search engine helps the learners to find and identify the online sounds made by birds, animals, natural events, household items, musical instruments, holiday events, people, tools, vehicles etc. Vocabulary development: Rhyming Games: We can create a character which is confused about the rhyming words and tell the learners to help the character to find out the correct rhyming words given in the below option. The learner is supposed to click the right option. If the option is right then the animated character will give some motivated response to the learner which will encourage him or her to continue with the game. We can use the various places related vocabulary such as home, restaurant, bank, farm, aquarium, supermarket, airport, supermarket, museum, garden, zoo etc. Same game can be created for antonyms, synonyms, phrases and idioms. Labeling games are very useful for vocabulary building. For vocabulary building the teacher can design such games based on labeling. In this the teacher can provide pictures and on the left side the labels of the names should be given. The students are expected to label the pictures. Educational Game Design “An effective educational game design must achieve a balance between fun and educational value.” (Prensky 2001) Recent year lots of efforts have been taken to design educational games especially based on video or online. Among them is Mingoville. It is the game designed especially for kids between the age of 5 and 15. It aims at learning English for the children for whom English is a second language. It is designed to give the primary education of the language to the student. This knowledge is very basic which includes the following major things: The Family Colors and Clothes Numbers and Letters Nature and Seasons The Body Food and Shop Time and Travel Animals House and Furniture Sport and Media If we observe the above major factors we come to know that Mingoville English language learning program is specially designed for developing the basic communication skill by giving the learners basic vocabulary which is related to their day today life. The grammar and vocabulary exercises also are included in educational games which are very helpful to the kids. There are three approaches to the educational game designing (Pablo Moreno-Ger, Burgos, Martinez-Ortiz, Sierra, Fernandez-Manjon) 1. Multimedia approaches, which are completely related to content presentation and which is edutainment. Edutainment is the blend of Education and Entertainment. This approach is basically related to translate the educational content into entertaining games. 2. Using existing games for education In this approach basically the focus is given on modifying and reusing the existing games for education. This can be cost effective and less expensive as the new fresh games can cost higher. The main advantage of this approach is its cost-effectiveness: creating brand new educational games that rival commercial games has a prohibitive cost in most cases, which makes these repurposing approaches very interesting (Burgos & Tattersall, 2007) 3. The third approach focuses on balancing between fun and learning while designing the games. It is difficult to maintain the balance between these two objectives. However many games have been successfully designed and they are keeping good balance between entertainment and education. Integration of language skills in the games: There are many video games to develop the children’s skill on four major modules i.e. Listening, Speaking, Reading and Writing. List of some of the games related to develop these skills: Hot Seat: It is all the time favourite game especially for many language teachers. This game is played as a speaking activity. Another game is there for practicing vocabulary, it is Mallet Mallet. This fun game is also played for constructing sentences. Chinese Whisper is the game which is commonly played in the classroom for developing the listening skill of the learners. One more effective communicative game which is useful for developing almost all the language skills of the learner is Dice Game. Here the teacher brings the dice in the classroom. The students sit round and roll the dice. The learner is expected to take the number which will appear on the dice and then two say the number of sentences about him or herself, the number, which would appear on the dice. It’s a very funny and interesting game for developing speaking skill of the learners. You can also play the game of a musical chair. The same process will be there as it is in musical chair. The person who remains standing will answer the questions asked to him by the teacher. For musical chair it would always be preferable to play the music from the target language. Factors in Game Developing: As we discuss that the process of language learning should be entertaining and it should include a lot of fun for the learners. Following factors play very crucial role in game developing process. Creativity: If the game is creative and brainstorming, it increases the interest of the learners and encourages them to use their creativity and solve the linguistic and communicative problems. Understanding: This is the second important factor o game developing process. The learner while learning his target language has to understand what his role is and what he or she is expected to do. If he or she does not grasp anything, the game would be a boring and uninteresting activity for him and he or she will not be motivated to learn further. Power: The learner likes to be a powerful person. It is the general tendency of human being to keep the situation under his control. If the learner feels of being fool or powerless, he or she will hate the game. So the games should be designed in such a manner that it will feel the person as if he or she is a special one. These kinds of games need to be designed especially for kids who are quite conscious of being fool. Defying the player: It is a general observation that, if the games are very easy; the learners would not feel them thrilling, and then, they will not take interest in such games. If the games are very difficult to solve, the learners will run away from them. Hence, while designing the games, it should always be kept in mind that the learner sometimes should get defied but at the same time, he should have confidence that he will won the game if he takes honest efforts. The middle point thus should be attained between the two extreme points. Surprise: The language games should be designed in such a way that it would create the surprise in the learners’ mind. They must get curious. The games should thus catch their mind. The kids will prefer such types of language games which have a lot of twists and surprises. Humour: Humor is fun. The language game should create humour, fun in it. The learners cannot learn the language effectively in a serious atmosphere. So it should be chilled out atmosphere. Addiction: If the game has all the attributes of catching the attention of the learners, the learners take interest and repeatedly they play the game. They never stop using them and thus frequent use of the game helps them to enhance their skill in that language. Here I would like to give a very good example. In India for example, Hindi is the national language. But it is not the mother tongue of all the states of India. Rather Indian states are divided on linguistic basis and thus each state has its own language. But all Indians learn Hindi very easily and in a very interesting way. The major source of interest is the Bollywood movies, and the songs from Bollywood Hindi movies. They learn Hindi because they are addicted by Hindi movies. In case of games also same logic can be applied. Evolution: Human tendency is being egocentric. If he starts feeling that he is special and best, he or she will get motivated. People like to be best but at the same time every time while playing the game, they like to become better Identification Graphics, animation in English language teaching The paper has already discussed about the importance of the use of multimedia in language learning process. The language learning process has become very sophisticated. The use of animations has been used as an effective tool. It has become effective because of its simplification, unlimited resolution. Mayor and Moreno (2002) noted that animation is one of the most exciting forms of pictorial presentation. They proposes seven principles for the use of animation in multimedia instruction: 1. Students learn more deeply from animation and narration than from narration alone. 2. Students learn more deeply when on screen text is presented next to the portion of animation 3. Students learn more deeply when corresponding portions of the narration and animation are presented at the same time. 4. Students learn more deeply from animation and narration when extraneous words, sounds (including music) and videos are excluded rather than included. 5. Students learn more deeply from animation and narration than from animation and on-screen text. 6. Students learn more deeply from animation and narration when the narration is in conservational rather than formal style. (Mayor and Moreno, 2002:93-96) The language training is imparted through the text as well as animated characters. The use of certain symbols really helps the students to learn the language with interest. The kids and small children are always fascinated by animated characters or cartoons. Various videos and online games based on their favourite cartoons motivate them to see the games as well as to listen what their favourite characters are saying. It is their interest so they try to listen to them carefully and thus they can easily enhance their communication skill. Animate cartoons are the kid’s major appeal. Everything looks fascinating if it is converted into animation. The houses look neat and clean and cozier, the people look very attractive, even a repulsive animals such as lizard, mouse look very cute in an animated form (E.g. Tom and Jerry Cartoon) Not only the children but the adults also get fascinated by the animations. The animated games helps to develop the listening as well as speaking skill as the children imitate the spoken words easily and unknowingly and try to follow the language, the animated characters use. They listen to it again and again and thus they develop their listening skill. Animated games can be used to develop the writing skill also. The teacher can ask the children to write a particular situation in their own language. It helps them to develop their ability to think in their target language. In case of children, the teacher can show them an animated movie and then ask them small questions based on various characters of the movie. Girls generally tend to get captivated by the fairy tales and it is my personal observation while teaching English that they are very much interested in Barbie series movies. They get absorbed in Barbie world of fantasy. In this process they unknowingly possess the language skill also. Conclusion: The modern world is a world of multi-media. The approach of the teachers need to change and it needs to be more sophisticated. An ideal teacher should be a mentor rather than just being a conventional teacher. His or her job is to make himself or herself constantly updated with the new technology. His duty is just to exploit games which will be ideal for the learners. The teacher knows the level of the students and accordingly he should select the games, animated material in the class. His job has become very crucial and different from the conventional job. His job is to monitor children’s language skill and accordingly select the games and activities. 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Wikipedia Definition 34. Wright, A., Betteridge, D., & Buckby, M. (2005). Games for language learning (3rd ed.). New York: Cambridge University Press. Read More