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Brädspel: Språkinlärning genom att berätta sagor: Brädspels påverkan på elevers motivation och inlärning
Jönköping University, School of Education and Communication.
2018 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Board games: Language learning through storytelling : The impact of board games on students' motivation and learning (English)
Abstract [sv]

Syftet med detta arbete är att undersöka hur brädspel kan användas i engelskundervisningen samt hur elever upplever att brädspelet kan påverka deras engelskundervisning och deras lärande. Forskning har försökt finna olika undervisningsverktyg som kan motivera och hjälpa elever att utveckla deras språkkunskaper i engelska. Bland dessa har moderna datorspel studerats som dock visar på en problematik vid spelens användning. Dessa problem har dock inte visats vara förknippade med användandet av brädspel i undervisningssammanhang. Däremot visar forskning att brädspel som har använts i undervisning har haft en positiv inverkan på både elevers inlärning och engagemang. I denna studie undersöks hur brädspel kan användas i engelskundervisning för elever i mellanstadiet med hjälp av en aktionsstudie och studien grundar sig på Vygotskijs sociokulturella teori. Studien har genomförts hos två olika skolverksamheter med elever från både årkurs fem och årskurs sex. Studiens resultat visar att elever anser att brädspel bidrar till en mer engagerande lektion som skapar ett arbetsklimat som inbjuder fler elever till att aktivt delta i lektionen. Majoriteten av de deltagande eleverna anser att brädspel kan utveckla deras engelska genom att utöka deras ordförråd och förbättra deras uttal samt förmåga att konstruera meningar. Dock kan användandet av brädspel som undervisningsverktyg vara problematiskt vid större elevgrupper. En del elever kan ha svårt att anpassa sitt beteende till undervisningsformen, vilket kan påverka undervisningen negativt. 

Abstract [en]

Departing from the students' own experience, the purpose of this study is to investigate how board games can be implemented in the EFL (English as a foreign language) classroom and how board games can affect their learning environment and outcome. Previous research has focused on trying to find different teaching tools that could help motivate pupils to develop their English language skills. Modern computer games have been studied among these different teaching tools, but have revealed a problem when using modern computer games for educational purposes. However, these problems have not been shown to be related to the use of board games in educational contexts. On the contrary, research shows that board games can have a positive impact on both pupils’ learning ability and their commitment. This study examines whether board games can be used in the EFL classroom for pupils at the middle school by conducting action research based on Vygotsky’s socio-cultural theory. Two schools have been involved in this research project involving pupils from the fifth and sixth grades. The results show that students believe that board games contribute to more engaging lessons while also encouraging more pupils to actively participate in the lesson. The majority of the participating pupils believe that board games can help them develop their English language skills by expanding their English vocabulary and improving their English pronunciation and their ability to construct sentences correctly in English. However, the use of board games in larger groups may be problematic, since some students may find it difficult to abide by the in-game requirements, which may have an adverse effect on teaching.

Place, publisher, year, edition, pages
2018. , p. 34
Keywords [en]
action research, board games, education, english
Keywords [sv]
aktionsforskning, brädspel, engelska, undervisning
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hj:diva-40426ISRN: JU-HLK-JU-2-20180528OAI: oai:DiVA.org:hj-40426DiVA, id: diva2:1219241
Subject / course
HLK, English
Supervisors
Examiners
Available from: 2018-06-15 Created: 2018-06-15 Last updated: 2018-06-15Bibliographically approved

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Citation style
  • apa
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Output format
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