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Video Games and English as a Foreign Language Education in Burkina Faso

Bado, Niamboue
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1395498334

Abstract Details

2014, Doctor of Philosophy (PhD), Ohio University, Instructional Technology (Education).
There has been a growing interest among researchers and second or foreign language educators in harnessing the motivational power of video games to improve learning outcomes and motivation. Little is known in terms of the design of educational video games for language learning and their integration into the teaching and learning process. The present study aimed to gain in-depth insights into high school students' and teachers' perceptions of Trace Effects (United States Department of State, 2012) in improving English as a Foreign Language (EFL) acquisition in Ouagadougou, Burkina Faso. Furthermore, the study sought to understand the pedagogical integration of Trace Effects into the EFL classroom. The participants in the study were 113 12th grade students, four EFL teachers and four principals from four high schools in Ouagadougou the capital of Burkina Faso. The students and their teachers interacted with Trace Effects, a game designed to improve EFL acquisition for a few weeks. After gameplay, each one of the four English teachers integrated the game into a lesson. Data was collected from the participants using interviews, participant observations and document analyses. The findings of the study indicated that the students and teachers perceived Trace Effects to be motivating in terms of design. In terms of EFL acquisition, the participants believed that Trace Effects contributed to improving their EFL listening, speaking, vocabulary and pragmatic skills as well as their motivation to learn the language. It was also found that the integration of Trace Effects into the EFL classroom was associated with a change in foreign language pedagogical approach. The EFL teachers who participated in the study tended to rely heavily on the reading and audio-lingual approaches when no game was used, but shifted towards the communicative language teaching approach when Trace Effects was integrated in a lesson.
Teresa Franklin (Committee Chair)
259 p.
African Studies; Education; Educational Software; Educational Technology; English As A Second Language; Foreign Language; Information Technology; Secondary Education
Educational technology; Instructional technology; ICT in education; Game-based learning; Educational games; ARCS; CALL; EFL; Burkina Faso; Africa

Recommended Citations

Citations

  • Bado, N. (2014). Video Games and English as a Foreign Language Education in Burkina Faso [Doctoral dissertation, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1395498334

    APA Style (7th edition)

  • Bado, Niamboue. Video Games and English as a Foreign Language Education in Burkina Faso. 2014. Ohio University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1395498334.

    MLA Style (8th edition)

  • Bado, Niamboue. "Video Games and English as a Foreign Language Education in Burkina Faso." Doctoral dissertation, Ohio University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1395498334

    Chicago Manual of Style (17th edition)

ohiou1395498334
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© 2014, all rights reserved.
This open access ETD is published by Ohio University and OhioLINK.