The rationale for implementing online ESL games for practising grammar with primary school children

Автор: Полей Александра Викторовна

Организация: Ника

Населенный пункт: г. Москва

Аннотация: статья рассматривает возможность использования обучающих онлайн-игр на уроках английского языка для отработки и закрепления грамматического материала с учащимися младшей школы. В первую очередь, даётся определение обучающим онлайн-играм, которые относятся к категории цифровых обучающих игр. Приводятся примеры электронных ресурсов с играми данного формата, которые направлены на отработку и закрепление грамматических конструкций начального и среднего уровней. Автором были разработаны критерии, которым данные игры должны соответствовать для дальнейшего внедрения на практике со школьниками младших классов. Автор приводит пример одной грамматической онлайн-игры, описывает её основные характеристики, оценивает её с точки зрения соответствия заявленным критериям, а также обозначает потенциальные преимущества её использования в ходе эксперимента. В статье проводится эксперимент (приводится поэтапное его описание с описанием экспериментальной группы) по внедрению данных игр на занятиях по английскому языку со школьниками четвёртых классов с дальнейшим оцениванием эффективности их применения для усвоения грамматического материала данной категорией обучающихся. Более того, результаты школьников из экспериментальной и контрольной групп были приведены в сводной таблице. Автор сравнил данные результаты для того, чтобы доказать эффективность использования грамматических онлайн-игр со школьниками младших классов. В заключение, среди школьников четвёртого класса был проведён опрос, в котором они выразили желание/нежелание проходить грамматические онлайн-игры игры в дальнейшем.

Ключевые слова: обучающие игры, онлайн-игры для изучающих английский язык в качестве неродного, отработка и закрепление грамматического материала, овладение грамматикой английского языка, учащиеся младшей школы.

 

The rationale for implementing online ESL games for practising grammar with primary school children

 

Abstract: the article touches upon the possibility of using online ESL grammar games for practising grammar topics with primary school children in English language classes. First and foremost, the definition is given to digital (and online in particular) educational games. Based on this definition, we specified several websites that comprise online grammar games targeted at practising various grammar topics from the beginner level to the pre-intermediate level. We developed a set of criteria that these games should meet so that they can be appropriately used by the author during the experiment. Then, we provided the example of online ESL grammar game, outlined its basic characteristics, assessed it according to the aforementioned criteria. Moreover, we specified potential benefits of implementing this game in the online format with primary school and provided the rationale for the pedagogical experiment. The experiment is conducted on implementing online ESL games with children of the fourth grade in particular and is described step by step. After that, effectiveness of online ESL grammar games to develop grammar skills is assessed as well as the results of children from the experimental and control groups are accumulated and compared. Last, we conducted a survey among children from the experimental group to investigate whether they would like online games to be used in English classes further.

Keywords: educational games, online ESL games, practising grammar, grammar achievement, primary school children.

 

Introduction

In the twenty-first century, good knowledge of the English language has become a necessary requirement in almost any professional sphere. Thus, one of the main aims of foreign language teachers nowadays is to engage students in the process of learning languages from a very early age. To achieve this goal, teachers use various methods aimed at presentation of grammar material as well as at practicing target structures. For instance, they let students practise covered topics with the use of digital (including online games) educational games which seem to be very interactive and entertaining. Such games are believed to bring about increased foreign language learning motivation and, as such, contribute to foreign language mastery and learner autonomy.

Researchers and educational practitioners Gros B., Peterson M., Reinders H., Sykes J., [4], [8], [9], [10] and others are increasingly turning their attention towards digital educational games in particular and their effect on learning foreign languages. Digital ESL games, in their opinion, can be actively used with foreign language learners since such games engage participants due to their diverse formats. Nevertheless, according to Wang X. [12], these games are not popular among the bulk of school teachers as they are often considered as a good tool to use only with pre-school children.

The article aims at giving proof that implementing online ESL games contributes to developing grammar skills of primary school children.

For the article, the method of definition, survey and pedagogical experiment were used.

The work is relevant due to the significance of implementing online ESL games into the process of teaching foreign languages to primary school children and the fact that the issue of their integration with this category of learners is still open and debatable.

Next year we plan to conduct one more experiment to verify whether continuous use of online ESL games may lead to better grammar awareness of primary school children.

 

Some web sites with online ESL games for teaching grammar

 

From the definitions of educational games and digital games taken separately from Jack C. Richards and Richard Schmidt`s "Longman Dictionary of Language Teaching and Applied Linguistics", it was concluded that digital educational games (and also online ESL games since digital games can be delivered in various formats including CD-ROMS, DVDs, or online) are defined as rule-based competitive activities done with use of electronic technology. These activities often include a time limit and/or visual content on the display in which the player must gain and/or use knowledge in order to succeed. Moreover, these tasks have a clearly set learning goal and a corresponding pedagogical result that can be justified, highlighted explicitly [11].

Having assessed around fifty websites searching for games that match the definition above, we would like to specify the following ones that comprise online grammar games targeted at practising various grammar topics from the beginner level to the pre-intermediate level:

• eslgamesworld.com
• eslgamesplus.com
• learnenglishkids.britishcouncil.org/ru/grammar-practice
• englishmedialab.com
• eslkidsworld.com
• kidseslgames.com
• esltower.com

The aforementioned websites introduce ESL games in the format of "Snakes and Ladders", "Hangman", "Wheel of Fortune", "Mazes", "Jeopardy", "Fling the teacher"; memory (including audio), spelling, classification games; matching, sequencing, catching exercises; different quizzes; football and basketball games, duel and fighting games, etc. Such variety of game types will supply teachers with different and non-repetitive ways of practising a piece of particular grammar structure presented at the lesson.

While opting for websites with grammar games for further implementation into work with children, we also considered the following criteria that these games should meet:

• categorization of games according to the level;
• clear learning goals and outcomes;
• comprehensible and adequate language;
• guidance, tutorials and explanations are provided;
• attractive and easy-to-percept design;
• encouragement is provided;
• games are neither too difficult nor too easy for the stated level;
• the layout on the screen and the scale are appropriate;
• games are compatible with different devices;
• the instant feedback is provided;

What is more, an attempt was made to provide a description of one of the games presented on the websites and assess it according to the criteria mentioned above.

An overview of the game:

• Website: eslgamesworld.com;
• The title: Snakes and ladders – Present Simple & Present Progressive;
• Age: 8-12 years;
• Level: Beginners and the Elementary level;
• Main focus: controlled practice;
• Length: 5-10 minutes;
• Aim: to check whether students understand the form and the meaning of Present Simple and Present Progressive as well as the difference between them;
• Procedure: Students need to answer questions correctly one by one to get a chance to roll the dice.

Picture 1 – Snakes and Ladders (game №1)

 

Table 1 – Assessing game №1

Criteria	If it is met or not	Comment
Categorization of games according to the level;	No	Teachers should decide themselves whether a particular game is appropriate for the level of their students.
Clear learning goals and outcomes;		Students will be able to know the meaning and the use of Present Simple and Present Progressive as well as clearly differentiate these tenses.
The feedback is provided		If the answer is correct: "That`s right. You have a chance to scroll the dice" If the answer is not correct: "Not quite. Better luck with the next question to roll the dice".
Comprehensible and adequate language;		The language in the tutorials and in the feedback might be quite difficult for learners.
Guidance, tutorials and explanations are provided;		The language in the tutorials and in the feedback might be quite difficult for learners so they might need some help from the teacher.
Attractive and easy-to-percept design;		The design is colorful and attractive
Motivational force and encouragement;		The game is likely to motivate learners due to its unusual format.
Games are likely to raise an affective filter of students;		Game is likely to change students` biased opinion (if so) about language learning being boring and dull.
Games are neither too difficult nor too easy for the stated level;		Games stick to one level and have construct validity since learners are not supposed to understand higher level vocabulary.
The layout on the screen and the scale are appropriate;		Nevertheless, there is no option to make the scale larger.
Games are compatible with different devices;		Games can be played from computers, tablets, mobile phones, etc.

 

Potential benefits of implementing online ESL games with primary school children

 

We concluded some advantages of using online ESL games with primary school children in particular from young learners` description from Jeremy Harmer`s "The practice of language teaching" [5]:

• High involvement of primary school children into the learning process due to the interactivity of such games, their appealing design, clear tutorials and encouragement provided in the course of gaming;
• Online ESL games are diverse in their format: it is preferable to use a variety of sources with young learners due to their short attention span;
• Students are able to work in his own mode, which is suitable for their level of knowledge and ability to learn the material and, therefore, perceive material better;
• Competitive component, which seems attractive for the most children of this age, is included;
• Young children learn from everything around them rather than from a subject being taught: game format will help not to focus only just on learning the material;
• Students learn to listen to the instructions of a teacher or a program to complete a game;
• Online format of ESL games, which seems attractive to many young learners, provides them with satisfaction and enjoyable feelings that lead to students` eagerness to attend further lessons;

 

Implementing online ESL games with primary school students

 

We decided to conduct a pedagogical experiment among primary school children of the 4th grade on the basis of a language camp organised by the state school №16 in Dolgoprudny town in Moscow region. The steps of the pedagogical experiment were the following:

1. • The grammar topic on Present Simple was chosen due to its complexity among students of this form according to a preliminary survey among students and their parents. Moreover, we interviewed the teachers working at this school on the most problematic grammar topic among children of 4th grade and agreed that one on Present Simple is appropriate to cover;
   • Twenty children were chosen for the experiment according to recommendations from the school teachers who worked with them. Children with some behavior deviations and systematic academic failure were excluded from the experiment to avert its inaccuracy;
   • A placement test was given to children on the topic of Present Simple from New English file Beginner textbook (quick test 4, grammar section) to estimate points before the experiment and assess their primary knowledge;
   • Children were divided into an experimental and a control group of ten pupils each according to the results of the placement test. Groups consisted of children with the same level of primary knowledge of the topic;
   • Pupils from the experimental and the control groups had four lessons on the topic of Present Simple. The program of the lessons was mainly based on New English file Beginner book (the 4th lesson, grammar sections) and was almost the same for two groups. The principal difference was that the control group fulfilled restricted practice grammar exercises in the traditional paper format whereas the experimental group performed these activities through online ESL games. The content of the exercises on the paper duplicated exactly the content of online ESL games on the topic of Present Simple. The following games were used in the process of teaching:
1. http://www.eslgamesworld.com/members/games/vocabulary/hangman/Present_Simple_Hangman1.html
2. https://www.eslgamesplus.com/present-simple-verbs-game/
3. https://www.eslkidsworld.com/Interactive%20games/Grammar%20Games/Simple%20Present/present%20simple%20tense%20quiz.html
4. https://www.eslpuzzles.com/Grammar%20Games/Present%20Simple%20Games/Present%20Simple%20Grammar%20Game%20On%20Target.html

 

Table 2 – Results of the placement test

Student`s №	Points out of 20	7	15 p.	14	10 p.
1	7 p.	8	11 p.	15	14 p.
2	8 p.	9	9 p.	16	15 p.
3	12 p.	10	8 p.	17	12 p.
4	6 p.	11	12 p.	18	9 p.
5	9 p.	12	12 p.	19	10 p.
6	10 p.	13	8 p.	20	7 p.

 

Table 3 – Division into a control and an experimental group

A control group	An experimental group
№ 1 - 7 p.	№ 4 - 6p.
№ 20 - 7 p.	№ 2 - 8p.
№ 18 - 9p.	№ 5 - 9p.
№ 10 - 8p.	№ 13 - 8p.
№ 9 - 9p.	№ 6 - 10p.
№ 8 - 11p.	№ 14 - 10p.
№ 3 - 12p.	№ 19 - 10p.
№ 11 - 12p.	№ 12 - 12p.
№ 17 - 12p.	№ 15 - 14p.
№ 7 - 15p.	№ 16 - 15p.
Total: 102 points	Total: 102 points

 

Results

 

After four 45-minute lessons children completed the second variant of the test from New English file Beginner quicktest 4. The following results were shown in both groups:

 

Table4 – Results of the second test

A control group	An experimental group
№ 1 - 15p.	№ 4 - 15p.
№ 20 - 14p.	№ 2 - 18p.
№ 18 - 14p.	№ 5 - 17p.
№ 10 - 16p.	№ 13 - 15p.
№ 9 - 15p.	№ 6 - 16p.
№ 8 - 17p.	№ 14 - 18p.
№ 3 - 17p.	№ 19 - 17p.
№ 11 - 17p.	№ 12 - 19p.
№ 15 - 19p.	№ 17 - 19p.
№ 7 - 19p.	№ 16 - 20p.
Total: 163 points	Total: 174 points

 

The table shows that the total result of the experimental group (174 points) is 7 percent higher than one (163 points) of a control group. It gives proof that implementing online ESL games contributes to developing grammar skills of primary school children.

Furthermore, we conducted a survey among children from the experimental group to investigate whether they would like online games to be used in English classes further. It was estimated that most of pupils show enthusiasm about playing such games in class further.

 

Diagram 1 – Results of the survey

Having studied the subject of online ESL games being used at the English lessons, we realised, that there is not much research dedicated to this topic in general. We believe that teachers may face many constrains such as syllabus requirements, shortage of time, the lack of digital devices or methodological recommendations which may prevent them from using online ESL games at the lessons. After carrying out the pedagogical experiment, we also suppose that in the modern digital era the role of such games is underestimated and that it should be used as a tool to involve children into the lesson, increase motivation and boost their academic achievement.

Conclusion

All in all, it was concluded that online ESL games may be used effectively in the English classroom as a tool to improve grammar skills. First of all, primary school children are highly involved into the learning process due to the interactivity of such games andtheir appealing design. Secondly, games are attractive for the most children of this age as they include competitive component. Thirdly, games provide players with encouragement and approval, which is of utmost importance for young learners. And finally, online format of ESL games, which seems appealing to many young learners, provides them with satisfaction and enjoyable feelings that lead to students` eagerness to attend further lessons and learn a foreign language with enthusiasm and curiosity.

The subject of online ESL games is relevant, but there is little research about effectiveness of using them and the lack of methodological base. We plan to conduct one more experiment with primary school childrenin a public school in Moscow with bigger number of participantsto prove whether active use of online ESL games will help to develop children`s grammar skills and strongly involve them into the learning process.

Список использованных источников

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