Exploring the relationship between digital gaming, language attitudes, and academic success in EFL university students

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F24%3A63581098" target="_blank" >RIV/70883521:28150/24:63581098 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.sciencedirect.com/science/article/pii/S2405844024093320/pdfft?md5=1539e0f2fca0dbe2f0dbcb3cd6793421&pid=1-s2.0-S2405844024093320-main.pdf" target="_blank" >https://www.sciencedirect.com/science/article/pii/S2405844024093320/pdfft?md5=1539e0f2fca0dbe2f0dbcb3cd6793421&pid=1-s2.0-S2405844024093320-main.pdf</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.heliyon.2024.e33301" target="_blank" >10.1016/j.heliyon.2024.e33301</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Exploring the relationship between digital gaming, language attitudes, and academic success in EFL university students

Popis výsledku v původním jazyce

The potential of digital games in education has been widely discussed, yet there is a significant gap in the literature regarding their influence on foreign language learning, particularly in Central Europe, and using mixed-method research designs. This study aims to fill this gap by providing empirical data from a new cultural context. Using a mixed-method research design, it investigates the impact of gaming on language learning outcomes of English as a Foreign Language (EFL) university students. A total of 99 Slovak university students of English as a foreign language were selected by convenience sampling, of which 10 were chosen for qualitative interviews to triangulate the data. The results reveal a significant improvement in vocabulary knowledge and a reported increase in positive language attitudes among gamers compared to non-gamers, with no significant difference in grade point averages between the two groups. These findings highlight the potential of digital gaming to enhance vocabulary learning and foster positive attitudes towards language learning among EFL students. Recommendations for future research are provided.

Název v anglickém jazyce

Exploring the relationship between digital gaming, language attitudes, and academic success in EFL university students

Popis výsledku anglicky

The potential of digital games in education has been widely discussed, yet there is a significant gap in the literature regarding their influence on foreign language learning, particularly in Central Europe, and using mixed-method research designs. This study aims to fill this gap by providing empirical data from a new cultural context. Using a mixed-method research design, it investigates the impact of gaming on language learning outcomes of English as a Foreign Language (EFL) university students. A total of 99 Slovak university students of English as a foreign language were selected by convenience sampling, of which 10 were chosen for qualitative interviews to triangulate the data. The results reveal a significant improvement in vocabulary knowledge and a reported increase in positive language attitudes among gamers compared to non-gamers, with no significant difference in grade point averages between the two groups. These findings highlight the potential of digital gaming to enhance vocabulary learning and foster positive attitudes towards language learning among EFL students. Recommendations for future research are provided.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

60203 - Linguistics

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Heliyon

ISSN

2405-8440

e-ISSN

2405-8440

Svazek periodika

10

Číslo periodika v rámci svazku

13

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

12

Strana od-do

—

Kód UT WoS článku

001260891700001

EID výsledku v databázi Scopus

2-s2.0-85196781402