Inclusive Language Education and Digital Games: A Literature Review and EFL Students' Perceptions

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Author(s): Ali Soyoof (Monash University, Australia), Boris Vazquez-Calvo (Universidade de Santiago de Compostela, Spain)and Katherine Frances McLay (The University of Queensland, Australia)
Copyright: 2022
Pages: 18
Source title: Research Anthology on Developments in Gamification and Game-Based Learning
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-6684-3710-0.ch092

Keywords: Educational Technologies / Gaming in Education / Information Science Reference / Knowledge Management and Library Science

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Abstract

Digital technologies play a significant role in language education. One of the most well-received technologies by language learners is digital games. These games facilitate connections between diverse language learners regardless of age, gender, sociocultural and educational background, and diversity. Since the concept of inclusive education is gaining momentum, the popularity of digital games presents new possibilities for inclusive practices in language learning. In research for this chapter, semi-structured interviews were conducted with 8 EFL students who had extensive experience playing video games. The objective was to discover whether digital games had the potential to drive inclusive language education forward and how this could be done. Student insights into the value of playing video games are presented based on interview data that were analyzed thematically. Finally, the implications and suggestions to use digital games for inclusive language education are discussed.

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Inclusive Language Education and Digital Games: A Literature Review and EFL Students' Perceptions

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