Innovation in Language Learning
GIRO – Towards a gamified approach to teaching Romanian as a foreign language
Andreea Nechifor, Transilvania University of Brașov (Romania)
Răzvan Săftoiu, Transilvania University of Brașov (Romania)
Georgiana Burbea, Transilvania University of Brașov (Romania)
Ionuț Căpeneață, Transilvania University of Brașov (Romania)
Abstract
Grounded in gamification against the background of the communicative era of teaching, but very much in debt to the digital approach, the research undertaken by our team of linguists delves into boosting motivation with the students from the Preparatory Year when learning Romanian as a Foreign Language. Working with the modern research framework offered by DBR (design-based research), we were able to observe while teaching, teaching while applying and adapting while using different gamified concepts within the teaching continuum during the experimental semester we have had with our students. Starting from the direct observation method which enabled us to measure low levels of motivation in our students, we decided to change the techniques used in the previous semester and to gamify the entire learning experience of our students for 5 months, while developing their B1 level of language acquisition. Thus, capitalising on the extensive experience gathered as a result of attending MOOCs and on-site dedicated courses in Prague and on the knowledge gathered as a result of the activities performed as members of the GIRO nationally funded project, we focused our teaching intention on creating a gamified setting for the first time in an academic environment. Thus, a new methodology was applied to RFL teaching, in which PBLs, SDT, the sense of belonging to a community, freedom of choices, learner engagement, scaffolding, boss fights, alongside game-based activities, such as: GooseChase, Storyjumper, Plickers, Wordwall, Kahoot, all supported by the ClassDojo platform, contributed to changing the habits of language learning and results achievement. Not dismissing the negatives of the approach, which only triggered valuable insights regarding the frame applied, but positively exploiting the benefits conveyed by it, the paper pragmatically indicates that a change in education can be the case when rooted in gamification.
References
[1] Geroimenko, Vladimir (ed.) (2019) Augmented Reality Games II: The Gamification of Education, Medicine and Art. Springer. ISBN: 3030156192
[2] Bell, Kevin (2018) Game On!: Gamification, Gameful Design, and the Rise of the Gamer Educator. ISBN: 1421423960
