Innovation in Language Learning

Edition 16

Accepted Abstracts

Gamification for Engaging International Business Students in a French for Specific Purposes Classes to Develop French Language Competence in Makerere University Business School

Milburga Atcero, Makerere University Business School (Uganda)


The Foundation Business language course in international business goes beyond the communicative language instruction and offers a course designed with the aim to provide students with the required communication and action-oriented skills so as to become operational individuals in local, regional and international business. It focuses at enabling students acquire and utilize foreign language in routine business tasks and become operational individuals responsible in international business. It prepares students to work in an international context and introduces them to inventive thinking, and viable business practices. This may explain why large numbers of students enroll on institution-wide language programmes, in addition to their core degree programmes as they seek a pathway to global citizenship and employability. Language for specific purposes (LSP) courses appear to be addressing the language needs of university students although LSP courses face huge pedagogical challenges in Ugandan Universities. About 400 students in their second year and third year are enrolled in French for specific purposes (FSP) classes at Makerere University Business School (MUBS) which run for 13 weeks every semester. It is therefore important to advocate for activities that require learners to negotiate meaning and to interact meaningfully in a real world situation. In rethinking new learning strategies in SLA, new classroom techniques and activities are needed. Gamification in FSP classes are likely to enhance teaching and learning of specific vocabulary and language structure. It is most likely to support learning that is “personally customized, socially constructed, and which extends beyond the classroom” (Holden & Sykes, 2011, 4): precisely concerning a second-language (L2) education context, which is not yet predominant.

Keywords: Gamification, Language for specific purpose, French for specific purpose, international business, action-oriented skills.

[1] Ellis, R. (2003) Task-based language learning and teaching. Oxford: Oxford University Press.
[2] Holden, C., & Sykes, J (2011). Leveraging mobile games for place‐based language learning. International Journal of Game‐Based Learning, 1, 1–18.

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