Board-games as review lessons in English language teaching: useful resources for any level

Fátima Faya Cerqueiro, Milagros Chao Castro

Resumen


Este artículo analiza el uso de tres juegos de mesa diferentes, diseñados con el fin de ponerlos en práctica en el aula para revisar contenidos vistos en clase de forma amena. En todos los casos los contenidos están relacionados con la lengua inglesa, incluyendo tanto aspectos teóricos como prácticos y diferentes metodologías como AICLE o inglés para fines específicos. Se dividía en grupos pequeños a los alumnos que participaban en las actividades para fomentar el aprendizaje cooperativo. Estas actividades se han probado en diferentes contextos, en alumnos de distintas edades y en diferentes niveles lingüísticos y académicos. Todos los grupos han acogido de forma muy positiva la revisión de contenidos a través de este tipo de actividades, que, además, han aumentado su motivación en el aprendizaje de la segunda lengua o lengua extranjera

Palabras clave


board games; cooperative learning; gamification; English language teaching

Texto completo:

PDF (English)

Referencias


Alsina, Á. (2006). Desarrollo de competencias matemáticas con recursos lúdico-manipulativos. Madrid: Narcea.

Ariel, S. (2002). Children's Imaginative Play: A Visit to Wonderland. Westport: Greenwood Publishing Group.

Bettleheim, B. (1987). A Good Enough Parent: A Book on Child-Rearing. New York: Knopf.

Brecke, R. and Jensen, J. (2007). Cooperative learning, responsibility, ambiguity, controversy and support in motivating students. Insight: A Journal of Scholarly Teaching, 2 (1), 57-63.

Cohen, E. G. (1994). Designing Groupwork: Strategies for the Heterogeneous Classroom. New York: Teachers College Press.

Dörnyei, Z. (1997). Psychological Processes in Cooperative Language Learning: Group Dynamics and Motivation. The Modern Language Journal, 81 (4), 482-493.

Faya Cerqueiro, F. (2013). Actividades lúdicas de repaso y su función motivadora en lenguas para fines específicos. Encuentro: Revista de investigación e innovación en la clase de idiomas, 22, 38-52.

Gerber, H. (2014). Problems and Possibilities in Gamifying Learning: A Conceptual Review. Internet Learning Journal, 3 (2), 46-54.

Hughes, F. P. (2009). Children, Play, and Development. 4th edition. London: SAGE Publications

Jacobs, G. M. and McCafferty, S. G. (2006). Connections between cooperative learning and second language learning and teaching. In McCafferty, S. G., Jacobs, J. M. and DaSilva Innings, A. C. (Eds.). Cooperative Learning and Second Language Teaching, 18-29. Cambridge: Cambridge University Press.

Johnson, D. W, Johnson, R. T. and Johnson Holubec, E. (1994). Cooperative Learning in the Classroom. Virginia: Association for Supervision and Curriculum Development.

Kagan, S. (1994). Cooperative Learning. San Clemente, CA: Kagan Cooperative Learning.

Kapp, K. M. (2012). The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education. San Francisco: Pfeiffer.

Karpicke, J. D. and Roediger, H. L. (2008). The critical importance of retrieval for learning. Science, 319 (5865), 966-968.

Landrum, R. E. (2007) Introductory psychology student performance: Weekly quizzes followed by a cumulative final exam. Teaching of Psychology, 34 (3), 177-180.

Macedonia, M. (2005). Games and foreign language teaching. Support for Learning, 20 (3), 135-140.

Meyer, B. (2009). Learning English through serious games – Reflections on teacher and learner performance. In Pan, Z., Cheok, A. D., Chang, M. and Müller, W. (Eds.). Transactions on Edutainment III, 82-92. Berlin: Springer-Verlag.

Miller, M. and Hegelheimer, V. (2006). The SIMs meet ESL Incorporating authentic computer simulation games into the language classroom. Interactive Technology and Smart Education, 3 (4), 311-328.

McCafferty, S. G.; Jacobs, G. M. and DaSilva Iddings, A. C. (2006). Cooperative Learning and Second Language Teaching. Cambridge: Cambridge University Press.

Moyles, J. R. (1989). Just Playing?: The Role and Status of Play in Early Childhood Education. Philadelphia: Open University Press.

Pujolàs Maset, P. (2008). Nueve ideas clave: El aprendizaje cooperativo. Barcelona: Graó.

Ranalli, J. (2008). Learning English with The Sims: exploiting authentic computer simulation games for L2 learning. Computer Assisted Language Learning 21, 5, 441-455.

Roediger, H. L., Agarwal, P. K., Mcdaniel, M. A., and Mcdermott, K. B. (2011) Test-enhanced learning in the classroom: Long-term improvements from quizzing. Journal of Experimental Psychology: Applied, 17, 382-395.

Sharan, S. and Shaulov, A. (1990). Cooperative Learning, Motivation to Learn and Academic Achievement. In Sharan, S. (Ed.). Cooperative Learning: Theory and Research. New York: Praeger.

Slavin, R. E. (1990). Cooperative Learning: Theory, Research, and Practice. Needham Heights, Massachusetts: Allyn and Bacon.

Uberman, Agnieszka. 1998. The use of games for vocabulary presentation and revision. Forum, 36 (1), 20-27.

Vygotsky, L.S. (1978). Mind and society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Zimmerman, E. (2004). Narrative, interactivity, play, and games: Four naughty concepts in need of discipline. In Wardrip-Fruin, N. and Harrigan, P. (Eds.). First Person: New Media as Story, Performance, and Game, 154-164. Cambridge, MT: MIT Press.


Enlaces refback

  • No hay ningún enlace refback.


Creative Commons License

Revista Docencia e Investigación

ISSN: 1133-9926
e-ISSN: 2340-2725