Effects of incorporating dynamic assessment into a role-playing game on students’ English grammar achievements and intrinsic motivation

Le résumé fourni par la source

Several issues have been raised regarding the current English grammar instruction, such as the difficulties of teaching students with lower motivation. Digital game-based learning (DGBL) has been regarded as an effective approach to promoting students’ learning of English as a foreign language. However, few relevant studies have explored feedback mechanisms concentrated on the design of DGBL systems for language learning. In this study, a dynamic assessment-based role-playing game was designed by incorporating dynamic assessment into a game-based learning context (called DA-GBL) for facilitating students’ English grammar learning. Moreover, a quasi-experiment was carried out in an elementary school to evaluate the participants’ learning outcomes, via respectively providing students with the DA-GBL approach and the conventional game-based learning (C-GBL) approach. The experimental results indicated that the DA-GBL approach benefited the English grammar achievements of the students with lower prior achievements, in comparison with the C-GBL approach; furthermore, both the DA-GBL and C-GBL approaches enhanced the students’ intrinsic motivation to learn English grammar. The DA-GBL approach contributes to existing knowledge of DGBL in language learning by confirming that properly incorporating dynamic assessment into a DGBL context could reinforce the main advantages of both the dynamic assessment and DGBL.

Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.