Teachers observing game-based lessons reported that authentic childhood games motivated and entertained students and eased English learning, but required strong classroom management¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Six teachers who observed the experimental group stated that authentic childhood games motivated and entertained students, made them participate willingly, and helped learning English easier. → Hursen 2016 q2 i? Most teachers also mentioned that using authentic childhood games requires good classroom management and that planning should be done before using games. → Hursen 2016 (2)

Evidence¶

Hursen 2016¶

Hursen, C., & Salaz, D. (2016). Investigating the effects of authentic childhood games in teaching English. Cypriot Journal of Educational Science. 11(2), 58-62. http://sproc.org/ojs/index.php/cjes/

q2 · i? · causal · r1

Qualitative findings from observations and semi-structured interviews (15-20 minutes, recorded) with the same 6 teachers who evaluated each lesson with a researcher-prepared evaluation form over 6 weeks.

"The teachers, whom observed the experimental group for 6 weeks, stated that authentic childhood games motivated and entertained students and also made them participate willingly during lessons."

Hursen 2016 (2)¶

Hursen, C., & Salaz, D. (2016). Investigating the effects of authentic childhood games in teaching English. Cypriot Journal of Educational Science. 11(2), 58-62. http://sproc.org/ojs/index.php/cjes/

q2 · i? · causal · r1

From the same teacher interviews: teachers expressed they could have lack of classroom management and that "planning should be done before using games and followed during procedure".

"On the other hand, most of the teachers also mentioned that a teacher has to have a good classroom management when using authentic childhood games."

Discussion¶

Related Claims¶

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