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The purpose of the study is to assess the effect of computer games on the proficiency of the B.Ed teacher trainees in using the conventional expressions in conversations. The role of technology in language learning has made outdated, drills, grammatical explanations and translation of texts, and the focus is shifted to communication based contexts. Recreational Computer Games make a positive impact on children’s subsequent performance after instructional tasks. Playing the games, children live in both physical and virtual spaces such as chat rooms, email, and communication. The tool to test their proficiency has thirty items. The achievement test has ten dialogues with three blanks in each for the students to fill them up. This is an experimental study with a single group design. After a stratified sample of 70 female and 34 male teacher trainees were exposed to some computer games involving fun and conversations for a week, they were tested for their proficiency. The tool was a standardized one. The levels of proficiency of the male and female teacher trainees were found to be average and above average. The‘t’test was applied. The proficiency of the female teacher trainees was found to be significantly higher than that of the male teacher trainees. The computer games have the potential to improve the cognitive, affective and psychomotor skills of the student-teachers.
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Article 30 Digitalk: A New Literacy for a Digital Generation KRISTEN HAWLEY TURNER Teachers who recognize that “digitalk” is different and not deficient can find ways to harness this language en route to improving students' academic writing. · Lily: heyyyy (: · Michael: waszgud B.I.G.? · Lily: nm, chillennn; whatchu up too? · Michael: Watchln da gam3 · Lily: mm, y quien ta jugandoo? · Michael: Yank33s nd naTi0naLs. · Lily: WHAAAATT A JOKEEEEE, dime comoyankeeslosttagainstt them yesterdaii · Michael: i n0e, th3y suCk. · Lily: & the nationalsss won like only 16 games one of the worst teamshomieeegee. · Michael: t31L m3 b0uT it, i b3T y0u fIv3 d01LaRs th3Y g00nA10s3. · Lily: AHA, naw gee thats easy $ for youu ! =p · Michael: loliwaSplAylnG wl y0u. =D · Lily: lolimma talk to you later … i got pizzaa awaitingggmeeeee (; · Michael: iight pe3cE As I copy this text conversation between two adolescents into Microsoft Word, the screen lights up with red. Every line in this exchange is marked. Microsoft Word, it seems, does not “get” the language of these speakers and attacks the black-and-white text with its red pen. For Microsoft Word, these writers are wrong. When I first encountered “computer-mediated language” (Crystal 2001: 238), I was as confused as my word-processing program is today. An English teacher and one of our school's “grammar gurus,” I couldn't understand why students were substituting “2” for “too” or “u” for “you” in their school writing. I was completely stumped by the language they were using to talk to each other digitally. Today, when I look at the exchange between Lily and Michael, I am amazed by their ability to manipulate language and to communicate effectively across time and space. I have evolved from being a grammar guru who questioned this teen language as a degradation of Standard English to one who sees adolescent digitalk as a complex and fascinating combination of written and conversational languages in a digital setting. The Journey of a “Grammar Guru” I first ventured beyond e-mail into other forms of digital communication a decade ago when my brother installed an instant-messaging program on my personal computer. He taught me how to “see” him online and to exchange messages. A few years later, I used a similar instant-messaging program to “chat” with group members as we completed a class project for graduate school. Our inability to find a time for five adults to meet in person led us to use this technology, and our success in working together in a virtual space made me consider the pedagogical applications of instant messaging in my high school classroom. When I first assigned a book discussion to be conducted by instant message (IM), my high school students looked at me quizzically. They hadn't thought about using IM as a learning tool. For them, it was a social space outside of school. They humored me, however, happy to be doing something “fun” rather than writing a literary essay about the book. As ...
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The purpose of the study is to assess the effect of computer games on the proficiency of the B.Ed teacher trainees in using the conventional expressions in conversations. The role of technology in language learning has made outdated, drills, grammatical explanations and translation of texts, and the focus is shifted to communication based contexts. Recreational Computer Games make a positive impact on children’s subsequent performance after instructional tasks. Playing the games, children live in both physical and virtual spaces such as chat rooms, email, and communication. The tool to test their proficiency has thirty items. The achievement test has ten dialogues with three blanks in each for the students to fill them up. This is an experimental study with a single group design. After a stratified sample of 70 female and 34 male teacher trainees were exposed to some computer games involving fun and conversations for a week, they were tested for their proficiency. The tool was a standardized one. The levels of proficiency of the male and female teacher trainees were found to be average and above average. The‘t’test was applied. The proficiency of the female teacher trainees was found to be significantly higher than that of the male teacher trainees. The computer games have the potential to improve the cognitive, affective and psychomotor skills of the student-teachers.
The Effect of Computer Games on the Proficiency of the B.Ed. Teacher Trainee...
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Nera 2010
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Download now
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