A. Introduction
The title of the journal article is Young Learners’ Language Learning via Computer Games by Yildiz Turgut and Pelin Irgin from Mersin University, Turkey. This electronic journal article was published in 2009 by Procedia – Social and Behavioural Sciences. The authors used phenomenological theoretical framework for their research to investigate young learners’ language learning using computer games. Although this research was carried out in Turkey, its findings could be generalized in Malaysian context since English in Turkey is taught as a foreign language in school and this research wanted to examine one way to assist English learners in learning the language. Besides, Malaysian students are fond of and enjoy playing computer games (Eow et al., 2009) and this is supported by a study by Latif & Sheard (2009) in which they found that “computer games are very popular among Malaysians especially youngster.” Therefore, this journal may give some new insights about using computer games in learning a second language.
B. Summary
The aim of the research was to examine young learners’ experiences of language learning while playing computer games in internet cafés. The objectives, which were wanted to be achieved from this study, were young learners’ experiences of English language learning while playing computer games and the impact of computer games on learners’ vocabulary learning as well as on their pronunciation skills. The study was conducted in internet cafés located in Mersin, Tukey. 10 subjects aged between 10 to 14 years old were taken, who learn English as a foreign language in school. The researchers used observation and semi-structured interview to gain better insights about the language learning of the learners. They observed the participants three times while they were playing online games, and after every observation, the semi-structured interviews were carried out with each participant.
From the study, they found that the learners do learn language from the computer games. Positive responses and feedback were given by the learners that their English language performance is improving. It was discovered that through computer games, young learners develop several strategies to comprehend and to play the game. With these strategies, such as finding the meaning of unknown words via online dictionary, the learners transfer and apply the knowledge they acquire, in this case, the meaning of the words, in the game as well as in different tasks or situations. The findings also stated that the computer games could promote motivation for the learners to learn the language. In addition, it was found that young learners were aware of the positive and negative consequences of the computer games. In short, the study gives us new insights about the computer games in assisting learners to learn a language.
C. Reaction
The journal is not comprehensive in terms of its organization and explanation of the study. The authors did not categorize the content into several different subtopic such as background of the study, significance of the study and statements of problems. The readers need to read thoroughly to find the main ideas of the study. The aims are also not clear enough and the readers can only understand the purpose or direction of the study through its research questions. However, despite its unorganized content, it provides a quite good details about the problem and justification of the study. The readers could notice the rationalization of the study which makes the study beneficial and useful.
The authors discussed the findings in three major meanings of young learners’ experiences of language learning through the games which are transfer, motivation and awareness. Nevertheless, these findings were not discussed in-depth enough and as a new reader in this field, they did not provide sufficient information for me to actually understand the details thoroughly. However, the important points can still be grasped. One of the points is several strategies are developed by learners in order to help them to understand and to play the game. These strategies help them to learn and they can transfer their knowledge to other appropriate situations that allow them to use the language. According to Yildiz & Irgin (2009), most games utilize similar words repeatedly and when the learners are exposed to the target language many times, there will be more chances for acquisition to take place (Yildiz & Irgin, 2009). Therefore, it can be seen that the concept of computer assisted language learning is supported through the games. The chances for second language acquisition to happen increase which can be a help for the learners to frequently use the target language directly or indirectly.
Besides that, language in the game is contextualized, which allow the learners to learn the language in natural setting wherein the language is used. This is absolutely true and I have actually experienced this myself when I played some games a few years back. For instant, I have learned to construct questions and identified some vocabulary associated with investigation when I played a game entitled Agatha Christie. It is more interesting and productive when learning something in its own context. This is in line with the integrated syllabus that English syllabus in current Malaysian education system is emphasized. Integrated syllabus is based on the communicative approach and it encourages ESL learners to learn English in context (Ting, 2007). Hence, ESL learners can learn the language in context when playing computer games.
Furthermore, the findings also found that the computer games could promote motivation for the learners to learn the language. This is because the learners need to understand the information in the game as to win it. From the interview, the researchers discovered that the learners perceived the understanding of the dialogues and words is important when they play games as well as in the real world itself. Therefore, they will put effort and feel motivated to understand the language in the game, which eventually helps them in the language learning in the actual setting. Based on Puteh’s (2008) study, it was found that gaming activities are popular and well-liked by the students and this new learning paradigm can be applied to Malaysian students by having the right approach. I have the same opinion as Puteh’s. Playing computer games may give some negative effects to the students if it is not controlled. Thus, since many students are keen on playing computer games, parents and teachers could and should manipulate this activity so that it can be productive and beneficial for the students. If there are enough facilities in school, I would like to try this out myself, as a teacher, to my students.
The researcher suggested that “adults should allow the children to choose and control the activity they want to encourage their development” (Yildiz & Irigin, 2009). I am on the contrary with this suggestion. Computer games should be strictly monitored and controlled as to prevent any negative consequence as well as to optimize their advantages. Even though from Eow et al.’s (2009) study, which was conducted in a Malaysian secondary school, found computer games to have a weak negative association between computer games and students’ academic achievement, the negative consequences might still happen if it is not well managed. The children can choose and control the activity they want, but not to the extent of total freedom because sometimes children do not know or realize that certain elements in the computer games are not suitable for them, for example, violence and nudity. Consequently, students can be allowed to choose and play computer games, but with supervision.
Apart from that, the study discovered that the young learners are aware of the consequences of the computer games. They realized the pros and cons of the games such as the amount of time spent in playing the games would affect them positively or negatively. I was quite surprised to learn that those children were aware of the positive and negative effects of playing computer games. It was very nice to know that they were aware of that, but, I do not know if this is similar to our Malaysian children. Most children like to play games and “computer games are indeed popular among the Malaysian students” (Eow et al., 2009). Sometimes they would not think of the consequences and keep doing or playing as they like, but this is may be not true for gifted and good students. Nevertheless, since children have high curiosity and are inexperienced, certain control and guidance should be given to them by parents, teachers or other responsible people.
This study does interest me. I am not a heavy gamer, but I do play games sometimes and I do notice the positive part of the games that can help the students’ language learning. Besides, many Malaysian students like to play games and if this activity is proven to promote learning to a certain extent, why not give it a try. However, several empirical studies should be done in this field in Malaysian context to see its effectiveness and consequences. In this study, only 10 students were taken as the subjects, so the number of subjects should be increased. The scope of the study can be widened to see the facilitative factors of the games and how they help the language learning of Malaysian students.
D. Conclusion
In briefly, playing computer games do help in language learning for the young learners. The learners can have fun playing the games and at the same time, it promotes language learning. However, it should be reminded that not all computer games encourage language learning and some may contain inappropriate elements. Therefore, young learners should be supported to learn language in a fun way, like playing computer games, with control and surveillance by parents, teachers or other responsible people.
Eow, Y. L. et al. (2009). Form one students’ engagement with computer games and its effect on their academic achievement in a Malaysian secondary school. Computers & Education, 1082–1091. Retrieved from http://dx.doi.org/10.1016/j.compedu.2009.05.013
Latif, R.A. & Sheard, J. (2009). Social skills among students while playing computer games in class: a case study in malaysia. International Conference of Future Computer and Communication. Abstract retrieved from http://ieeexplore.ieee.org/xpl/freeabs_all.jsp?arnumber=5189766
Puteh, M. (2008). Educational computer games (ECG) for malaysia educational settings: A review and prospect. Abstract retrieved from http://eprints.utm.my/9000/
Ting, S. H. (2007). Is teacher education making an impact on tesl teacher. English Language Teacher Education and Development , 42-62. Retrieved from http://www.elted.net/issues/volume-10/Su-Hie-Ting.pdf
Turgut, Y., & Irgin, P. (2009). Young learners' language learning via computer games. Procedia - Social and Behavioral Sciences , 760-764. Retrieved from http://linkinghub.elsevier.com/retrieve/pii/S1877042809001384
APPENDIX: Journal Article (Click here for the journal article)
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