The Winding Path towards Implementing Digital Game-based Learning (DGBL) in an Educational Context: the Voices of Pre-service Teachers

Abstract

There has been increasing interest in the implementation of digital game-based learning in language teaching contexts. This study used a mixed-methods design to unpack the attitudes of Iranian pre-service teachers of teaching English as a foreign language (TEFL) towards the implementation of digital game-based learning. Pre-service teachers of TEFL participated in the survey (n=101) and interviews (n=32). The construct of the questionnaire was validated using factor analysis. The results indicated that the pre- service teachers had favorable perspectives on DGBL. The participants perceived that DGBL could enhance collaborative and interactive learning, develop students’ problem- solving skills, and create authentic language learning contexts. The perceived challenges of DGBL included teachers’ lack of knowledge about DGBL, the lack of digital facilities in classes, and the lack of availability of suitable educational digital games. The participants believed that DGBL could be very effective for adolescents, effective for young learners, moderately effective for young adults, and slightly effective for adults. Regarding the language learning skills, it was perceived that the implementation of game- based learning could be very effective for teaching vocabulary and pronunciation, and effective for teaching speaking, listening, and grammar; however, the participants believed that digital games could be slightly effective for teaching reading comprehension and writing. In the interviews, the pre-service teachers pointed out that they had limited/no use of digital games in their teaching. The pre-service teachers proposed some suggestions for facilitating the implementation of DGBL. The suggestions include training teachers about the principles of digital game-based learning, equipping classes with the digital facilities required for digital game-based learning, engaging EFL teachers in digital game development projects, and fostering teachers’ digital literacy levels. Factors such as the age of the learners, levels of proficiency, and teachers’ and students’ attitudes towards and readiness for DGBL were regarded as important in implementing DGBL. The study offers several implications for renewing current EFL courses and TEFL teacher training/education programs.