Digital video games and Language Learners’ Vocabulary learning, motivation and engagement: Teachers’ perceptions of types and effectiveness
DOI:
https://doi.org/10.54855/callej.252616Keywords:
Digital video games, young language learners, teachers’ perceptions, engagement, motivation, qualitative researchAbstract
Digital video games are effective sources for learning language skills and components, particularly vocabulary. While digital video games have gained popularity as educational tools, there needs to be more research focusing on teachers' perspectives. The study adopts a qualitative research design, employing interviews to gather data. This qualitative research study explored the perceptions of 12 selected teachers through theoretical sampling. The teachers were asked to elaborate on the types and effectiveness of digital video games in young language learners' vocabulary learning. The findings revealed that teachers utilize various types of digital video games, including educational games, language-specific games, and interactive simulations, in vocabulary instruction. Teachers perceived these games as effective in enhancing vocabulary learning by providing engaging and immersive experiences that promote active participation and motivation among young language learners. However, concerns about potential distractions and limited control over content are also identified. The study highlights the need for further research to support teachers in effectively integrating digital video games into language learning contexts. By understanding teachers' perceptions, this study contributes to the pedagogical implications of digital video games in language education and informs future practices in vocabulary instruction.
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