Game On, Learn On: Video Games as Homework in General English Classes

Document Type : Original Article

Authors

1 Associate Professor, Department of English Language and Literature, Faculty of Letters and Human anities,, Shahid Beheshti University, Tehran, Iran

2 PhD candidate of TEFL, Department of English language and literature, Faculty of Letters and Human Sciences, Shahid Beheshti University, Tehran, Iran

Abstract

While often dismissed as mere entertainment, video games have not only surged in global popularity but also present untapped educational potential, especially in the realm of language learning. This paper explores their integration into homework assignments within private language classes, through a detailed case study involving four participants. The findings reveal that video games significantly enhance vocabulary acquisition and speaking skills, simultaneously motivating students towards homework completion. However, it also uncovers challenges such as the risk of potential overuse, the need for adaptability across various proficiency levels, and the diversity in learner engagement. The research stresses the importance of meticulously selecting video games that align with learners' ages, proficiency levels, and interests. Furthermore, it advocates for a balanced educational approach that combines traditional methods with game-based assignments to maximize learning outcomes. This study highlights the nuanced potential of video games in language education, suggesting that strategic utilization can effectively leverage their benefits, thus offering a fresh perspective on their role in educational settings.

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Main Subjects

References

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Linguistic Studies: Theory and Practice
Volume 2, Issue 2 - Serial Number 4
Winter 2024
March 2024
Pages 315-332

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History

  • Receive Date: 19 January 2024
  • Revise Date: 14 February 2025
  • Accept Date: 07 March 2025

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