English Language Teachers’ Perspectives on Using Computer Games for Second Language Teaching and Learning

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The current study explored English language teachers’ perspectives about potential use computer games as an instructional tool for second language teaching and learning and their attitudes towards computer games. The study is based on the conventions and perspectives of the grounded theory. Qualitative data analysis methods that adopt grounded theory work inductively in interpreting descriptive as well as analytic features of the data. Employing Intentional sampling the participants of the study is limited to middle school and high schools teachers. Participants consist of eight teachers, four teachers are employee of middle school the other four teacher works for high school. As the result of analyzing the data, seven themes were emerged. Based on the results of the study, English teachers who teach English as a foreign language acknowledge computer games as an alternative instructional tool to the traditional instruction. It was found that English teachers think that computer games can be a great way to break up the monotony of the typical classroom setting. However, foreign language teachers’ preference employing computer games depends on their educational philosophy. Furthermore English teachers concede computer games motivating, challenging and encouraging students to interact and communicate. The study is also revealed that using computer games in second language learning can only be achieved with proper technological support on behalf of the teacher.

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Foreign language education , Computer games , Computer assisted language learning , Game based learning.

Journal Of Uludag University Faculty Of Education

246

Journal Of Uludag University Faculty Of Education