| dc.description.abstract | The purpose of this study was to investigate how gaming can function as a learning tool in a 10th-grade class in Norway. This includes an intervention in the classroom, along with an examination of students and teachers attitudes towards gaming and language learning. The thesis investigates earlier studies on video games and second language learning, and the importance of peer interaction for developing and learning language. In addition, the thesis looks at how the competence aims, basic skills and core elements in the English subject curriculum can support the use of gaming in the classroom. A mixed method approach was applied to address the three research questions, and the data was collected in a 10th-grade class that played the game Keep Talking and Nobody Explodes, followed by a survey about the students' gaming habits. Additionally, a semi-structured interview with the teacher of the class was conducted to get more information and a teacher’s perspective. My study supports previous research, suggesting that gaming that are used in an educational context can be motivating and improve learning outcome for the students. The findings also suggests that depending on the game chosen for teaching, the students can learn other skills besides the linguistic content. A goal with the thesis was to gain more knowledge about the possible benefits gaming can contribute with for learning English as a second language, and how gaming can be used as a tool in the English classroom. Additionally, the thesis aims to provide more knowledge in the field and make it easier for other English teachers to try gaming in their teaching. | |
