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Inclusive Language Education and Digital Games: A Literature Review and EFL Students' Perceptions

Inclusive Language Education and Digital Games: A Literature Review and EFL Students' Perceptions

Ali Soyoof, Boris Vazquez-Calvo, Katherine Frances McLay
Copyright: © 2020 |Pages: 18
ISBN13: 9781799829010|ISBN10: 1799829014|EISBN13: 9781799829034
DOI: 10.4018/978-1-7998-2901-0.ch008
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MLA

Soyoof, Ali, et al. "Inclusive Language Education and Digital Games: A Literature Review and EFL Students' Perceptions." Inclusive Theory and Practice in Special Education, edited by Henriette van Rensburg and Shirley O'Neill, IGI Global, 2020, pp. 156-173. https://doi.org/10.4018/978-1-7998-2901-0.ch008

APA

Soyoof, A., Vazquez-Calvo, B., & McLay, K. F. (2020). Inclusive Language Education and Digital Games: A Literature Review and EFL Students' Perceptions. In H. van Rensburg & S. O'Neill (Eds.), Inclusive Theory and Practice in Special Education (pp. 156-173). IGI Global. https://doi.org/10.4018/978-1-7998-2901-0.ch008

Chicago

Soyoof, Ali, Boris Vazquez-Calvo, and Katherine Frances McLay. "Inclusive Language Education and Digital Games: A Literature Review and EFL Students' Perceptions." In Inclusive Theory and Practice in Special Education, edited by Henriette van Rensburg and Shirley O'Neill, 156-173. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-2901-0.ch008

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Abstract

Digital technologies play a significant role in language education. One of the most well-received technologies by language learners is digital games. These games facilitate connections between diverse language learners regardless of age, gender, sociocultural and educational background, and diversity. Since the concept of inclusive education is gaining momentum, the popularity of digital games presents new possibilities for inclusive practices in language learning. In research for this chapter, semi-structured interviews were conducted with 8 EFL students who had extensive experience playing video games. The objective was to discover whether digital games had the potential to drive inclusive language education forward and how this could be done. Student insights into the value of playing video games are presented based on interview data that were analyzed thematically. Finally, the implications and suggestions to use digital games for inclusive language education are discussed.

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