Roll a D6: a role-playing game based approach to the EFL classroom
DOI:
https://doi.org/10.15448/2178-3640.2018.2.31960Palabras clave:
Active learning, Communicative language teaching, EFL, RPG.Resumen
This article describes the benefits of using Role-playing games (RPGs) in EFL learning contexts. It is divided in three main parts: the first part introduces the concept and origins of RPGs and briefly discusses their communicative and collaborative aspects; the second part approaches the RPG systematic to the concepts of communicative language teaching (CLT), task based learning (TBL), and active learning as a means to demonstrate how EFL learners can benefit from an approach that involves RPGs; the third part describes and discusses the learning outcomes of a set of RPG based tasks that were developed and used in an EFL context with a group of nine teenagers aging from 12 to 17 years old during their fourth semester in a language school. The article closes with considerations on how RPG based learning can help learners develop not only their speaking and interpersonal skills, but also autonomy.
Descargas
Citas
Appel, Gabriela & Lantolf, James. 1994. Speaking as mediation: a study of L1 and L2 text recall. Tasks. The Modern Language Journal, 78(4), p. 437-452.
Armstrong, Michael. 2016. Role-playing Game Based Learning, EFL Curriculum. Dissertação de Mestrado. St. Cloud State University.
Azarola-Negueruela, Eduardo & García, Próspero. 2016. Sociocultural theory and the language classroom. In The Routledge handbook of English language teaching (p. 295-309). London: Routledge.
Beichner, Robert. 2014. History and evolution of active learning spaces. New Directions for Teaching and Learning, 137, p. 9-16.
Bowman, Sarah. 2010. The Functions of Role-Playing Games:how participants create community, solve problems and explore identity. North Carolina: McFarland.
Cook, Mike, Gremo, Matthew, & Morgan, Ryan. 2017. Playing around with literature: tabletop role-playing games in middle grades ELA. Voices from the Middle, 25(2), p. 62-69.
East, Martin. 2012. Task-based Language Teaching from the Teacher's Perspective: insights from New Zealand. Amsterdam: John Benjamins Pub. Co.
Freire, Paulo. 2005. Pedagogy of the Oppressed. New York: Continuum.
Freire, Paulo. 1996. Pedagogia da Autonomia: saberes necessários à prática educativa. São Paulo: Paz e Terra.
Gibbons, Pauline. 2015. Scaffolding Language Scaffolding Learning: teaching second language learners in the midstream classroom. Portsmouth: Heinemann.
Gibbons, Pauline. 2013. Scaffolding. In The Routledge encyclopedia of second language acquisition (p. 563-564). London: Routledge.
Ghazal, Sadeqa & Singh Smriti. 2016. Game-based language learning: activities for ESL classes with limited access to technology. ELT Voices, 6(4), p. 1-8.
Hall, Graham. 2016. Method, methods and methodology. In The Routledge handbook of English language teaching (p. 209-223). London: Routledge.
Hua, Zhu & Kramsch, Claire 2016. Language and culture in ELT. In The Routledge handbook of English language teaching (p. 38-50). London: Routledge.
Jackson, Steve. 1993. GURPS Basic Set. Austin: Steve Jackson Games. Jacobs, George & Renandya, Willy. 2016. Student-centred learning in ELT. In English language teaching today: linking theory and practice (p. 13-25). Switzerland: Springer.
Kapp, Karl. 2012. The Gamification of Learning and Instruction. San Francisco: Pfeiffer.
Kramsch, Claire. 2011. Language and culture. In The Routledge handbook of applied linguistics (p. 305-317). New York: Routledge.
Lantolf, James & Thorne, Steven. 2006. Sociocultural theory and second language learning. In Theories in second language acquisition (p. 201-224). Mahwah: Lawrence Erlbaum.
Larsen-Freeman, Diane. 2011. Key concepts in language learning and language education. In The Routledge handbook of applied linguistics (p. 155-170). New York: Routledge.
Li, Li & Walsh, Steve. 2016. Classroom talk, interaction and collaboration. In The Routledge handbook of English language teaching (p. 486-498). London: Routledge.
Morán, José. 2015. Mudando a educação com metodologias ativas. In Convergências midiáticas, educação e cidadania: aproximações jovens (p. 15-33). Ponta Grossa: Mídias Contemporâneas.
Ortega, Lourdes. 2011. Second language acquisition. In The Routledge handbook of applied linguistics (p. 171-184). New York: Routledge.
Phillips, Brian. 1994. Role-Playing Games in the English as a Foreign Language Classroom. Proceedings of the Tenth National Conference on English Teaching and Learning in the Republic of China (p. 625-648). Taipei: Crane Publishing.
Resnick, Mitchel. 2004. Edutainment? No thanks. I prefer playful learning. Associazione Civita Report on Edutainment.
Sarmento, Simone. 2004. Ensino de cultura na aula de língua estrangeira. Revista Virtual de Estudos da Linguagem, 2(2), p. 1-22.
Tasker, Thomas & Thorne, Steven. 2011. Sociocultural and cultural-historical theories of language development. In The Routledge handbook of applied linguistics (p. 487-500). New York: Routledge.
Teixeira, Anísio 2010. A pedagogia de Dewey. In John Dewey (p. 33-66). Pernambuco: Massangana.
Thornbury, Scott. 2011. Language teaching methodology. In The Routledge handbook of applied linguistics (p. 185-199). New York: Routledge.
Van den Branden, Kris 2016. Task-based language teaching. In The Routledge handbook of English language teaching (p. 238-251). London: Routledge.
Zalka, Csenge. 2012. Adventures in the Classroom: Creating Role-Playing Games Based on Traditional Stories for the High School Curriculum. Dissertação de Mestrado. East Tennessee State University.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2019 BELT - Brazilian English Language Teaching Journal
![Creative Commons License](http://i.creativecommons.org/l/by/4.0/88x31.png)
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
Derechos de Autor
La sumisión de originales para la BELT - Brazilian English Language Teaching Journal implica la transferencia, por los autores, de los derechos de publicación. El copyright de los artículos de esta revista es el autor, junto con los derechos de la revista a la primera publicación. Los autores sólo podrán utilizar los mismos resultados en otras publicaciones indicando claramente a BELT - Brazilian English Language Teaching Journal como el medio de la publicación original.
Creative Commons License
Excepto donde especificado de modo diferente, se aplican a la materia publicada en este periódico los términos de una licencia Creative Commons Atribución 4.0 Internacional, que permite el uso irrestricto, la distribución y la reproducción en cualquier medio siempre y cuando la publicación original sea correctamente citada.