A role-playing game as a means of effective professional english teaching
Ilona Kostikova- Liudmyla Holubnycha
- Tetiana Shchokina
- Natalia Soroka
- Viktoriia Budianska
- Halyna Marykivska
Published 2019-11-21
Keywords
- Legal English, role-playing game; student; teaching.
How to Cite
Abstract
The article describes the experiment which substantiates the efficiency of role-playing games applying in legal English classes. The experiment was conducted in Yaroslav Mudryi National Law University (Ukraine) and H. S. Skovoroda Kharkiv National Pedagogical University (Ukraine) in 2018–2019 academic years. 240 first-year students of the Institute of Prosecutor’s and Criminal Justice and Law Faculty of the mentioned Universities participated in the investigation. The indicators for the evaluation the students’ English fluency level were four groups of skills such as speaking, listening, vocabulary, and use of English. Research methods used in the paper are theoretical (conceptual and comparative analysis and synthesis), empirical (observation, discussions, testing, pedagogical experiment), statistical (Pearson c2 criterion). The algorithm of role-playing games was offered and peculiarities of role-playing games as key elements of communication exercises, games, and activities in teaching legal English were singled out. The effectiveness of teaching legal English with role-playing games has been confirmed by the method of mathematical statistics. It has been determined that a significant difference appeared between the experimental and control groups in favour of the first one, where the authors’ algorithm of applying role-playing games was used systematically at English lessons to teach legal English.
Downloads
References
Cotton, D, Falvey, D., & Kent, S. (2008). Language Leader. Edinburgh, Great Britain: Longman: Pearson Education Limited.
Deguang, Z. (2012). Using Games to Improve Students’ Communicative Ability. Journal of Language Teaching and Research, 3 (4), 801–805. doi:10.4304/jltr.3.4.801-805
El-Shamy, S (2001). Training Games: Everything You Need to Know about Games to Reinforce Learning. Stylus Pub.
García-Carbonell, A., Rising, B., Montero, B., & Watts, F. (2001). Simulation/Gaming and the Acquisition of Communicative Competence in Another Language. Simulation & Gaming, 32(4), 481–491. doi.org/10.1177/104687810103200405
Holubhycha, L., & Shatrava, O. (2017). Using Interactive Whiteboard at English Lessons for Law Students. Science and Education, 12, 24–30. Retrieved from https://scienceandeducation.pdpu.edu.ua/doc/2017/12_2017/3.pdf
Jeong, K.-O. (2018). Reframing task performance with technology to promote positive interdependence in language learning. Theoretical and Applied Information Technology, 96 (21), 2018, 7303–7311. Retrieved from http://www.jatit.org/volumes/Vol96No21/28Vol96No21.pdf
Justice, L. J., & Ritzhaupt, A. D. (2015). Identifying the Barriers to Games and Simulations in Education: Creating a Valid and Reliable Survey. Journal of Educational Technology Systems, 44(1), 86–125. doi:10.1177/0047239515588161
Khaleel, F. L., Wook, T. S. M. T., & Ashaari, N. S (2018). Quantifying User Experience In Using Learning Gamification Website. Journal of Theoretical and Applied Information Technology, 96 (23), 7783–7793. Retrieved from http://www.jatit.org/volumes/Vol96No23/9Vol96No23.pdf
Kostikova, I. (2018). Language games in teaching English. Teoriya ta metodyka navchannya ta vykhovannya, 43, 174–184. doi: 10.5281/zenodo.1243599
Lean, J., Moizer, J., Towler, M., & Abbey, C. (2006). Simulations and games. Active Learning in Higher Education, 7 (3), 227–242. Retrieved from https://hal.archives-ouvertes.fr/hal-00571951/document
Martinson, B.E., & Chu, S. (2008). Impact of learning style on achievement when using course content delivered via a game-based learning object. In R. E. Ferdig (Ed.), Handbook of Research on Effective Electronic Gaming in Education. Pennsylvania, IGI Global.
Moizer, J., Lean, J., Towler, M., & Abbey, C. (2009). Simulations and games: Overcoming the barriers to their use in higher education. Active Learning in Higher Education, 10(3), 207–224. doi: 10.1177/1469787409343188
Mubaslat, M. M. (2011). The effect of using educational games on the students’ achievement in English language for the primary stage. Amman – Jordan. Retrieved from https://files.eric.ed.gov/fulltext/ED529467.pdf
Mykytiuk, S. (2013). Role-playing in Teaching Legal English for Law Students, Global English – Global Decisions: XVIII TESOL. Ukraine National Conference, Sevastopol, 2013. Sevastopol. Retrieved from http://dspace.nlu.edu.ua/handle/123456789/2159
Phillips, E., Clarke, S., Laycock, A., & Crofts, S. (2010). Exceeding the Boundaries of Formulaic Assessment. The Law Teacher, 44 (3), 334–364. dx.doi.org/10.1080/03069400.
Twinning, W. (2006). Re-Thinking Evidence: Exploratory Essays. Cambridge: Cambridge University Press. Retrieved from http://assets.cambridge.org/052167/5375/frontmatter/0521675375_frontmatter.pdf
Verner, S. (n.d.). Order in the Court. Get Your Students Talking Passionately and Logically With a Mock Trial. Retrieved from https://busyteacher.org/11497-court-classroom-mock-trial-get-students-talking.html
Wright, A., Betteridge, D., & Buckby, M. (2006). Games for language learning (3rd ed.). Cambridge University Press. Retrieved from http://assets.cambridge.org/97805216/18229/frontmatter/9780521618229_frontmatter.pdf
Yeo, S. J. (2018). English communication skills and the teaching of Law: A study of the Singaporean tertiary sector. Retrieved from https://api.research-repository.uwa.edu.au/portalfiles/portal/33790350/THESIS_DOCTOR_OF_EDUCATION_YEO_Sam_Jay_2018.pdf
.gif){kind=small}
