International Journal of Science, Engineering and TechnologyAuthors: Ali Mohammad
Abstract: This study is an endeavour to elucidate the pedagogic value of interaction within video game environments by the calculation of selected learning opportunities (negotiation of meaning, language-related episodes, feedback, noticing) by using descriptive statistics and learner perception of seven English language learners. The study adopted one cognitive approach to address the first topic and two sociolinguistic approaches to account for the latter. Such collaborations were found to stem from processes of community of practice, language socialisation and willingness to communicate. Additionally, the thematic analysis of the narratives queries suggests wide acceptance of the use of video games towards L2 learning. The findings advocate for the role of the interaction in video games, while also paying attention to numerous factors which affect it: personality, feedback, region and communicative competence. In the study, accompanied with the findings are a set of recommendations. This provides a new approach for EFL educators who can blend leisure games with formal educational setting.
