Games in foreign language classrooms: Taiwanese students’ perspective

Natalia Tsai

doi:10.18778/0860-6587.28.11

Authors

Natalia Tsai Hsin Wu University, College of Hospitality and Tourism, The Department of Applied English, No. 101, Sec. 1, Fenliao Rd, New Taipei City, Linkou District 24451, Taiwan https://orcid.org/0000-0002-3965-5704

DOI:

https://doi.org/10.18778/0860-6587.28.11

Keywords:

game, motivation, vocabulary, Taiwan, foreign language

Abstract

The study has been designed in order to answer the growing demand for systematic implementation of English language games into FL curriculum at the university level. The purpose of this paper is to analyse how Taiwan-based learners perceive the use of games in the classroom. The qualitative data has been obtained from in-depth interviews with three individuals majoring in EFL and Slavic languages. Among the main benefits of game-supported instruction, students mentioned breaking the routine and raising motivation, along with educational aspects related to introducing, reviewing, and testing the material. They also offered guidance for instructors who plan to deploy games in class. Their overall perception was very positive, which allows the conclusion that it is advisable to introduce games to a wider audience of Taiwanese students. If doing so really can raise motivation to master foreign languages and whether it will translate into measurable progress in Taiwanese students’ linguistic advancement is another issue worth future investigation.

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