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Digital Gaming and L2 English among Swedish Youths
Karlstad University, Faculty of Arts and Education, Centre for Research on the Teaching and Learning of Languages and Literature. Karlstad University, Faculty of Arts and Education, Department of Languages.ORCID iD: 0000-0003-0511-4624
2012 (English)Conference paper, Published paper (Refereed)
Abstract [en]

This paper is based on a study focusing on Swedish youths (N=205, 9th grade, aged 15-16), their engagement in playing digital games, and possible correlations between digital game play and L2 English vocabulary proficiency. Data were collected during one school year and consist of a questionnaire, two written vocabulary tests (adapted versions of the Productive Levels Test and the Vocabulary Levels Test; Laufer and Nation 1999; Nation 2001), and the informants’ final grades in English and other school subjects. In addition to providing data regarding the informants’ use of computers in general and involvement in digital gaming in particular (amount of play as well as types of digital games played), the questionnaire also asks about language background, attitudes towards speaking in English, self-assessed ability in English, and whether the informants think they have mainly learned English formally in school or informally outside of school. All data are analyzed quantitatively (on-going) and the results should contribute to deepened knowledge of (a) the relationship between L2 English learners’ digital game playing habits and vocabulary proficiency as well as (b) the relationship between L2 English learners’ digital gaming and the other questionnaire variables. In my presentation, focus will be on the results that relate to digital gaming, the lexicon (i.e., the two vocabulary tests), and the question whether English has mainly been learned inside or outside of school. The findings will be discussed in light of previous research, for example Miller and Hegelheimer (2006), Kinzie and Joseph (2008), Sundqvist (2009), Thorne, Black, and Sykes (2009), Olsson (2011), and Cobb and Horst (2011).ReferencesCobb, T., & Horst, M. (2011). Does Word Coach coach words? CALICO Journal, 28 (3), 639-661.Kinzie, M. B., & Joseph, D. R. D. (2008). Gender differences in game activity preferences of middle school children: implications for educational game design. Educational Technology Research & Development, 56 (5/6), 643-663.Laufer, B., & Nation, P. (1999). A vocabulary-size test of controlled productive ability. Language Testing, 16 (1), 33-51.

Place, publisher, year, edition, pages
2012.
National Category
Languages and Literature
Research subject
English
Identifiers
URN: urn:nbn:se:kau:diva-27667OAI: oai:DiVA.org:kau-27667DiVA, id: diva2:626674
Conference
EuroSLA22-Expanding Discipline Boundaries, The 22nd Annual Conference of the European Second Language Association, Adam Mickiewicz University in Poznan, Polen. 5-8 Sept 2012
Available from: 2013-06-10 Created: 2013-06-10 Last updated: 2014-09-04Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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  • vancouver
  • Other style
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