RELIGACIÓN

RELIGACIÓN

Gamified-Learning to Teach ESL Grammar: Students’ Perspective

Yazarlar: Karmila Rafiqa . Rafiq, Harwati Hasim, elor d Yunus, Fetylyana Nor azila

Cilt 4 , Sayı 18 , 2019 , Sayfalar 181-186

Konular:-

Anahtar Kelimeler:English as a second language (ESL),Gamified-learning,Grammar,Online games,Technology-enhanced language learning.

Özet: Many educationists resort to technology in assisting their teaching. Despite the integration of technology in class, the English as a second language (ESL) learners face difficulties in learning the ESL grammar. Thus, this paper aimed to find out the perceptions of students towards gamified-learning. Thirty suburban secondary school students in Malaysia answered a questionnaire in this study. The main findings showed that most students favour the usage of gamified-learning in learning grammar because it is amusing, motivating, improves learning experience and provides a better understanding of the ESL grammar concepts. This paper implied that gamified-learning can be used by teachers to teach ESL grammar. In the future, research can look into the different types of games suitable for each skill in the English language. As the revolution of technology provides a diversity of technological tools to be used in classrooms, it is hoped that all teachers will fully maximise them.

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@article{2019, title={Gamified-Learning to Teach ESL Grammar: Students’ Perspective}, volume={4}, number={181–186}, publisher={RELIGACIÓN}, author={Karmila Rafiqah M. Rafiq, Harwati Hashim, Melor Md Yunus, Fetylyana Nor Pazilah}, year={2019} }
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Karmila Rafiqah M. Rafiq, Harwati Hashim, Melor Md Yunus, Fetylyana Nor Pazilah. (2019). Gamified-Learning to Teach ESL Grammar: Students’ Perspective (Vol. 4). Vol. 4. RELIGACIÓN.
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Karmila Rafiqah M. Rafiq, Harwati Hashim, Melor Md Yunus, Fetylyana Nor Pazilah. Gamified-Learning to Teach ESL Grammar: Students’ Perspective. no. 181–186, RELIGACIÓN, 2019.
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