Game-Based Learning (GBL) For Academic Writing: An Insight from ESL Pre-Service Teachers

Introduction- Gamification, or widely defined as the integration of game elements in a
non-gaming context has widely being accepted as an engaging experience induced with
fun elements. In education context, the term “game-based learning” is highly being
discussed among researchers. Despite of the prevalence of game-based learning among
academicians, the implementation of games in teaching and learning remained low
particularly in the context of second language (L2) learning.
Purpose – Scrutinizing into this context, writing skills are found to be the least researched
area among scholars in regards to game-based learning approach. From the aforementioned
situation, 32 pre-service teachers have participated in a survey conducted to discover their
views on the implementation of games in a writing classroom.
Methodology – A survey has been conducted to 32 participants to analyse their views on
the use of games in writing classroom. Main data were analysed quantitatively and
supported by focus-group discussion with selected participants.
Findings – Findings from the study revealed that these students responded positively to
the use of games in writing classroom. The students also believed that engagement among
peers in the classroom appeared to be less threatening; therefore, knowledge transfer
became naturally favorable throughout the pedagogical process.
Significance – These results implied a useful insight for writing instructors to further
equip language learners with the use of games in classroom learning.