The use of video games in teaching EFL students to write arguments

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Abstract

This study aims to investigate how playing an online digital video game, Quandary, during a university writing course affect the quality of argumentative writing produced by adult EFL students in Kuwait and how playing the same video game is different between male and female adult EFL students when learning how to write argumentative essays. The sample of the study consisted of 42 students who were enrolled in English composition 2 at Gulf University for Science and Technology, Kuwait. The students were divided to control and experimental group and were part of the study for 3 weeks. Students in the control group learned how to write arguments through their course books while students in the experimental group played each episode of Quandary in each class period. At the end of the experience, both groups were given the same test in which they were asked to write an argumentative essay based on a topic that was chosen by the class instructor. Results showed that although all students had written essays with good qualities, there was no significant data difference between the two groups or between male and female students.

Citation

Relevant Evidence Summaries

The evidence was reviewed and included in the following summaries: 

What strategies are effective for English language acquisition in newcomer populations?

This evidence summary, authored by Switchboard, provides an overview of the current evidence on the effectiveness of various interventions for English language learning among newcomers. It addresses two crucial questions: Are there specific elements of English language acquisition programs for newcomer populations that are more effective or efficient than others? What role does technology play…

About this study

AGE: Adults

DIRECTION OF EVIDENCE: No impact

FULL TEXT AVAILABILITY: Free

INTERVENTION DURATION: 3 weeks

INTERVENTION: Game-enhanced EFL

OUTCOME AREA: Education

POPULATION: Other

REGION OF ORIGIN OF PARTICIPANT(S): Middle East

STRENGTH OF EVIDENCE: Moderate

TYPE OF STUDY: Impact evaluation

YEAR PUBLISHED: 2021

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