MOBA GAMES IN EFL EDUCATIONAL SETTINGS FOR INTERCULTURAL LANGUAGE TEACHING

Mohamed Toufik Ghaffour(1*), Hanane Sarnou(2),

(1) Abdelhamid ibn Badis University
(2) Abdelhamid ibn Badis University
(*) Corresponding Author

Abstract


This paper unveils the relative merits of multiplayer online battle arena (MOBA) games in EFL educational settings for educational purposes, particularly rechecking the influence of League of Legends (LoL) on the EFL learners’ ICC. We have used Byram’s (1997) Model as a framework of assessment for thematic analysis, and both the Cultural Intelligence Scale (CQS), modified by Gozzoli and Gazzaroli (2018) and the Assessment of Intercultural Competence of Chinese College Students (AIC-CCS) by Wu et al. (2013) to ensure a consistent questionnaire. Our participants were 75 Algerian EFL learners (Males=86,7%, Females= 13,3%) from different educational levels, aged 20.08 (SD= 2.99). The results indicate a need to design a more convenient MOBA game as a replace for LoL, as well as adopting a flexible assessment & continuous guidance to ensure appropriate ICC instruction.


Keywords


computer-assisted language learning, cultural intelligence scale, intercultural communicative competence, intercultural language teaching

Full Text:

PDF

References


Bennett, J. M. (2011). Developing intercultural competence for international education faculty and staff. In 2011 Association of international education administrators conference workshop, San Francisco, CA.

Bennett, J. M., & Bennett, M. J. (2004). Developing intercultural sensitivity: An integrative approach to global and domestic diversity (pp. 147-165).

Bennett, M. J. (1997). How not to be a fluent fool: Understanding the cultural dimension of language. New ways in teaching culture, 16-21.

Berardo, K. (2005). Intercultural competence: A synthesis and discussion of current research and theories. University of Luton Business School.

Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon, UK: Multilingual Matters.

Byram, M., Nichols, A., & Stevens, D. (Eds.). (2001). Developing intercultural competence in practice (Vol. 1). Clevedon: Multilingual Matters.

Cahyani, A. D. (2016). Gamification approach to enhance students engagement in studying language course. In MATEC Web of Conferences, 58, p. 03006. EDP Sciences. https://doi.org/10.1051/matecconf/20165803006

Corbett, J. (2003). An intercultural approach to English language teaching. Clevedon: Multilingual Matters.

Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241–266. https://doi.org/10.1177/1028315306287002

Fantini, A. E. (2007). Exploring and assessing intercultural competence (CSD Research Paper No. 07-01). St. Louis, MO: Washington University, Center for Social Development.

https://doi.org/10.7936/K7TB16CX

Ghaffour, M. T. (2022). Anti-essentialist culture conception for better intercultural language teaching in EFL contexts. Arab World English Journal, 13 (1). 273–284. DOI: https://dx.doi.org/10.24093/awej/vol13no1.17

Gozzoli, C., & Gazzaroli, D. (2018). The cultural intelligence scale (CQS): A contribution to the Italian validation. Frontiers in Psychology, 9, 1183.‏

Hung, H. T., Yang, J. C., Hwang, G. J., Chu, H. C., & Wang, C. C. (2018). A scoping review of research on digital game-based language learning. Computers & Education, 126, 89-104. https://doi.org/10.1007/s11423-019-09702-2

Kim, Y. J., Engel, D., Woolley, A. W., Lin, J. Y. T., McArthur, N., & Malone, T. W. (2017, February). What makes a strong team? Using collective intelligence to predict team performance in League of Legends. In Proceedings of the 2017 ACM conference on computer supported cooperative work and social computing (pp. 2316-2329).

Kusumaningsih, S. N. (2021). Incorporating inclusive assessment principles and universal design for learning in assessing multicultural classroom: An autoethnography. LLT Journal: A Journal on Language and Language Teaching, 24(2), 337-348. https://doi.org/10.24071/llt.v24i2.3656

Lai, C., Li, X. & Wang, Q. (2017). Students’ perceptions of teacher impact on their self-directed language learning with technology beyond the classroom: cases of Hong Kong and U.S.. Education Tech Research Dev, 65, 1105–1133. https://doi.org/10.1007/s11423-017-9523-4

Lai, C., Yeung, Y., & Hu, J. (2016). University student and teacher perceptions of teacher roles in promoting autonomous language learning with technology outside the classroom. Computer Assisted Language Learning, 29(4), 703-723. https://doi.org/10.1080/09588221.2015.1016441

Liaw, M. L. (2006). E-learning and the development of intercultural competence. Language Learning & Technology, 10(3), 49-64.

Lin, N. (2014, March). Assessing classroom participation and performance through gamification systems in foreign language classrooms. In Society for information technology & teacher education international conference (pp. 1772-1777). Association for the Advancement of Computing in Education (AACE).

Mason, W., & Clauset, A. (2013, February). Friends FTW! Friendship and competition in halo: Reach. In Proceedings of the 2013 conference on Computer supported cooperative work (pp. 375-386).

Rattray, J. and Jones, M.C. (2007) Essential elements of questionnaire design and development. Journal of Clinical Nursing, 16, 234-243.

http://dx.doi.org/10.1111/j.1365-2702.2006.01573.x

Suryani, A., Soedarso, S., Diani, K. T., & Rosmawati, R. (2020). English teaching in social and cultural contexts: Language teachers as cultural managers. LLT Journal: A Journal on Language and Language Teaching, 23(2), 273-292. https://doi.org/10.24071/llt.v23i2.2470

Toufik, G.M., & Hanane, S. (2021). Investigating the potential of online video games in enhancing EFL learners' communication skills. Universal Journal of Educational Research, 9(2), pp. 292 - 298. https://www.hrpub.org/ journals/ jour_ archive. php?id= 95&iid =1843

Wulandari, M. (2019). Improving EFL learners’ speaking proficiency through instagram vlog. LLT Journal: A Journal on Language and Language Teaching, 22(1), 111-125. https://doi.org/10.24071/llt.v22i1.1796

Yeh, YL., Lan, YJ. Fostering student autonomy in English learning through creations in a 3D virtual world. Education Tech Research Dev, 66, 693–708 (2018). https://doi.org/10.1007/s11423-017-9566-6

Yektiningtyas, W., & Modouw, J. (2017). Infusing culture in English learning: An attempt to preserve cultural heritages in Jayapura municipality, Papua. LLT Journal: A Journal on Language and Language Teaching, 20(1), 40-48. https://doi.org/10.24071/llt.v20i1.506

Zou, D. (2020). Gamified flipped EFL classroom for primary education: Student and teacher perceptions. Journal of Computers in Education, 7(2), 213-228. https://doi.org/10.1007/s40692-020-00153-w




DOI: https://doi.org/10.24071/llt.v25i2.4505

Refbacks



Copyright (c) 2022 Mohamed Toufik Ghaffour

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Indexed and abstracted in:

     

 

 

LLT Journal Sinta 1 Certificate (S1 = Level 1)

We would like to inform you that LLT Journal: A Journal on Language and Language Teaching has been nationally accredited Sinta 1 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree  No. Surat Keputusan 169/E/KPT/2024. Validity for 5 years: Vol ... No 1, 20... till Vol ... No 2, 20...


Sinta 1 certificate to post here asap. Thank you for your patience and understanding. 

 

  

 

This work is licensed under CC BY-SA.

Creative Commons Attribution-ShareAlike 4.0 International License

 

Free counters!


 LLT Journal: A Journal on Language and Language Teaching, DOI: https://doi.org/10.24071/llt, e-ISSN 2579-9533 and p-ISSN 1410-7201, is published twice a year, namely in April and October by the English Language Education Study Programme of Teacher Training and Education Faculty of Sanata Dharma University, Yogyakarta, Indonesia.