Gamification In Second Language Learning

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With the influence of technology rising in the field of second language (L2) learning and instruction, the motivational elements of gamification have resulted in gamification being considered in second language acquisition (SLA). Based on this, Flores (2015) in their article, Using Gamification to Enhance Second Language Learning, which this paper seeks to review, sought to discuss the integration of gamification technology as an L2 instruction strategy and the progress already made in employing the strategy. By understanding the learner’s knowledge acquisition process, educators can develop the appropriate classroom techniques, methods and philosophy. In the case of L2 learning, it is necessary to understand the difference between first language…show more content…
First, it is crucial for the instructor to understand the learners and their context. Then, the instructor ought to be conversant with the learning objectives. Third, one needs to have the ability of breaking down the program and to establish the main points. Then, it becomes necessary to know the phases that can be modified and those that cannot. Eventually, one needs to understand the specific applications of the various elements of gamification. Adherence to these steps puts the instructor in a strategic position in facilitating teaching and learning. Whereas, it is crucial to acknowledge that gamification differs from simulations, serious games and game-based learning.
In L2 learning, gamification is applied to enhance motivational aspects towards achievement and mastery. Various perspectives in motivational research have been linked to enhancing motivation among L2 learners. The key thing is for the L2 educator to target the audience correctly and combine the gamification tools with the appropriate language learning strategy. If precautions are taken, it becomes possible for the educator to develop experiences that can meaningfully facilitate successful L2
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Flores (2015) make an effort to explain the appropriateness of integrating gamification in L2 learning with particular focus being on the gap that such would fill. Notably, Stanley & Thornbury (2013) supports the view taken by the article as they posit that, by having the game thinking and techniques enhance non-game contexts, this adds fun to assessment by remedying the problem of focusing attention more on grades over content, which causes the learners to dislike assessments (Stanley & Thornbury,

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