| dc.description.abstract | This thesis investigates whether or not a digital escape room can be used for language learning and, more specifically, explicit grammar teaching. The study was conducted in a 9th-grade class in a lower secondary school in Agder, Norway, using a mixed-method approach that included a pre-test, a post-test, a delayed post-test, interviews, and observations. The data from the tests, interviews, and observations are presented, analyzed, and discussed throughout the thesis, answering three research questions:
RQ1: Does the use of a digital escape room for grammar teaching lead to increased knowledge demonstrated as increased scores in formal grammar tests, and is this increase retained over time?
RQ2: How do students respond to the approach, and is it more motivating to participate in a lesson using a digital escape room than traditional grammar teaching?
RQ3: Can a digital escape room be used as an assessment method, testing the student’s competence in the EFL classroom?
This thesis concludes that a digital escape room can be used for language learning and explicit grammar teaching. It increased test scores, and the delayed post-test showed that the information was retained after five weeks. The group interviews with the students found that the method motivates and increases student engagement. However, it is time-consuming, and the schools do not have the digital resources to produce them; the method would be more available if a template were made. | |
