Titlebook: Digital Games in Language Learning and Teaching; Hayo Reinders (Head of Learner Development) Book 2012 Palgrave Macmillan, a division of M

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Introduction Lee, 1979), but digital games in particular are now acknowledged as having great potential to engage learners and to encourage interaction in the target language. Immersive environments offer learners opportunities for situated learning, and the adaptive qualities of most games ensure that individu

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Conceptualizing Digital Game-Mediated L2 Learning and Pedagogy: Game-Enhanced and Game-Based Researc now played in most of the world’s major languages. Once confined to the physical boundaries of an arcade, single PC, or television console, games have boomed with the expansion of broadband Internet, in the form of massively multiplayer online games (MMOGs) and, most recently, casual social network

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Behaviorism, Constructivism, and Communities of Practice: How Pedagogic Theories Help Us Understand titioners and policy makers (Charles, Bustard, & Black, 2009; Fredricks, Blumenfeld, & Paris, 2004). One solution may be to capitalize on the interest and energy with which the current generation — controversially referred to as ‘digital natives’ (Prensky, 2001) — engages with new social media (Jenk

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Language Learner Interaction in a Massively Multiplayer Online Role-Playing Games with the potential to facilitate learning, as it is claimed that they provide opportunities to engage in types of interaction hypothesized as beneficial in second language acquisition (SLA) research. This chapter first provides an examination of the key features of these games. The discussion then

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Digital Gameplay for Autonomous Foreign Language Learning: Gamers’ and Language Teachers’ Perspectiv discussion forums and walkthroughs on gaming strategies, indicate that digital gaming is thriving. A recent survey shows that 67 per cent of US households play digital games, and about half of these gamers are between 18 and 49 years old (Entertainment Software Association, 2010). Playing digital g

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Sprites and Rules: What ERPs and Procedural Memory Can Tell Us about Video Games and Language Learni that video games can tie together these two uses of procedural memory in order to maximize the chances of success in language learning. To support this argument I review research in the event-related potential (ERP) literature showing that, under controlled experimental conditions, computer games h

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Talk to Me! Games and Students’ Willingness to Communicate to students and to benefit the development of social skills, such as collaboration, and metacognitive skill, such as planning and organization. An important potential benefit is also that games encourage the use of the target language in a non-threatening environment. Willingness to communicate has