Speaking in Worlds of Adventure: Tabletop Roleplaying Games within the EFL Classroom
Fostering spoken communication in a foreign language classroom is not an easy task. With that in mind, this paper explores a proposal to motivate students’ L2 oral communication through the practice of narrative games called tabletop roleplaying games adapted as task-based activities. It implied an...
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| Format: | Article |
| Language: | English |
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Asociación Colombiana de Profesores de Ingles
2022-02-01
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| Series: | HOW |
| Subjects: | |
| Online Access: | https://www.howjournalcolombia.org/index.php/how/article/view/653 |
| _version_ | 1827821274816053248 |
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| author | Fabio Adrian Torres-Rodriguez Liliana Martínez-Granada |
| author_facet | Fabio Adrian Torres-Rodriguez Liliana Martínez-Granada |
| author_sort | Fabio Adrian Torres-Rodriguez |
| collection | DOAJ |
| description |
Fostering spoken communication in a foreign language classroom is not an easy task. With that in mind, this paper explores a proposal to motivate students’ L2 oral communication through the practice of narrative games called tabletop roleplaying games adapted as task-based activities. It implied an action research process in which the teacher-researcher with his students reflected and intervened on the identified problematic situation: Lack of oral communication in L2. In that sense, it started with a diagnostic test that showed the current state of verbal communication in L2 in a Colombian rural public school. Next, the teacher-researcher chose to appeal to the gamification of the classroom along with the adoption of a task-based framework to activity design aiming to improve students’ motivation to take the risk of communicating in L2. The teacher-researcher applied sets of activities that progressed from traditional role-play to a tabletop roleplaying game. In accordance, video recordings, narratives, artifacts collections, and semi-structured interviews were essential to collect data. Afterward, the teacher-researcher analyzed the data with an emic approach to identify patterns in the information that uncovered the categories and subcategories of information. Consequently, the teacher-researcher concluded that the students feel better motivated using L2 if the learning environment offers opportunities for social interaction, collaborative work, and scaffolding in task-based exercises embedded in a fictional world game.
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| first_indexed | 2024-03-12T01:42:09Z |
| format | Article |
| id | doaj.art-264eed27837048779e5b387a98d10f64 |
| institution | Directory Open Access Journal |
| issn | 0120-5927 |
| language | English |
| last_indexed | 2024-03-12T01:42:09Z |
| publishDate | 2022-02-01 |
| publisher | Asociación Colombiana de Profesores de Ingles |
| record_format | Article |
| series | HOW |
| spelling | doaj.art-264eed27837048779e5b387a98d10f642023-09-10T05:57:53ZengAsociación Colombiana de Profesores de InglesHOW0120-59272022-02-0129110.19183/how.29.1.653Speaking in Worlds of Adventure: Tabletop Roleplaying Games within the EFL ClassroomFabio Adrian Torres-Rodriguez0Liliana Martínez-Granada1Institución Educativa Santa Teresa de Jesús, Ibagué, ColombiaInstitución Educativa Miguel de Cervantes Saavedra, Ibagué, Colombia Fostering spoken communication in a foreign language classroom is not an easy task. With that in mind, this paper explores a proposal to motivate students’ L2 oral communication through the practice of narrative games called tabletop roleplaying games adapted as task-based activities. It implied an action research process in which the teacher-researcher with his students reflected and intervened on the identified problematic situation: Lack of oral communication in L2. In that sense, it started with a diagnostic test that showed the current state of verbal communication in L2 in a Colombian rural public school. Next, the teacher-researcher chose to appeal to the gamification of the classroom along with the adoption of a task-based framework to activity design aiming to improve students’ motivation to take the risk of communicating in L2. The teacher-researcher applied sets of activities that progressed from traditional role-play to a tabletop roleplaying game. In accordance, video recordings, narratives, artifacts collections, and semi-structured interviews were essential to collect data. Afterward, the teacher-researcher analyzed the data with an emic approach to identify patterns in the information that uncovered the categories and subcategories of information. Consequently, the teacher-researcher concluded that the students feel better motivated using L2 if the learning environment offers opportunities for social interaction, collaborative work, and scaffolding in task-based exercises embedded in a fictional world game. https://www.howjournalcolombia.org/index.php/how/article/view/653Gamificationmotivationoral communicationtabletop roleplaying gamestask-based activities |
| spellingShingle | Fabio Adrian Torres-Rodriguez Liliana Martínez-Granada Speaking in Worlds of Adventure: Tabletop Roleplaying Games within the EFL Classroom HOW Gamification motivation oral communication tabletop roleplaying games task-based activities |
| title | Speaking in Worlds of Adventure: Tabletop Roleplaying Games within the EFL Classroom |
| title_full | Speaking in Worlds of Adventure: Tabletop Roleplaying Games within the EFL Classroom |
| title_fullStr | Speaking in Worlds of Adventure: Tabletop Roleplaying Games within the EFL Classroom |
| title_full_unstemmed | Speaking in Worlds of Adventure: Tabletop Roleplaying Games within the EFL Classroom |
| title_short | Speaking in Worlds of Adventure: Tabletop Roleplaying Games within the EFL Classroom |
| title_sort | speaking in worlds of adventure tabletop roleplaying games within the efl classroom |
| topic | Gamification motivation oral communication tabletop roleplaying games task-based activities |
| url | https://www.howjournalcolombia.org/index.php/how/article/view/653 |
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