EFL Sophomores’ Perspectives on the Application of Computer-Assisted Games in Grammar Classes
DOI:
https://doi.org/10.54855/ijli.25423Keywords:
critical thinking skills , teacher questions, students’ perspectivesAbstract
The integration of computer-assisted games in teaching English has become a current trend in second language teaching. However, research concerning students’ perspectives on the application of computer-assisted games in grammar classes remains limited. Consequently, this study was conducted to explore how 70 EFL sophomores at Van Lang University perceive the use of computer-assisted games in grammar lessons. A mixed-methods approach, combining quantitative analysis from an online survey and qualitative insights from a semi-structured interview, was utilized to collect data. The results revealed that EFL students have a favorable voice towards the implementation of computer-assisted games in grammar classes, emphasizing the benefits of enhancing students’ understanding, learning motivation, and language competence.
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