How can board games bridge the gap between content and language learning: The learners’ point of view on the Hunger Grammar Games
Résumé
This chapter reports on the use of a board game-based approach within a CLIL programme at a French Parisian university. Although many of the benefits of games have been highlighted in the literature, very little research has documented the processes involved in learning through games. The purpose of this research is to explore the students’ perception of the use of a framework designed to target EFL learning and foreign language didactics through a game-based approach. The framework includes four phases: Elicitation, Mediation, Experiment, and peer-Re-view of the Game-based Experience (EMERGE). The study relies on twenty students’ learning journals that were completed on a weekly basis. The analysis of their self-reflexive writings provides a new insight into the cognitive and metacognitive processes involved as well as the role of motivation in the learning process. The research demonstrates that the integration of content and language contributed to creating a favourable environment to learning for a heterogenous group. It also shows that it was not only game-playing that enhanced learning, but it was the four phases of the framework which enabled the students to build knowledge and skills related to didactics and EFL
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