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

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dc.contributor.authorNur Yasmin Khairani Zakariaen_US
dc.contributor.authorMelor Md Yunusen_US
dc.contributor.authorHarwati Hashimen_US
dc.contributor.authorNorazah Mohd Nordinen_US
dc.contributor.authorHelmi Normanen_US
dc.contributor.authorNor Hafizah Adnanen_US
dc.date.accessioned2024-05-30T09:06:17Z
dc.date.available2024-05-30T09:06:17Z
dc.date.issued2021
dc.descriptionProsiding Seminar Kebangsaan Majlis Dekan Pendidikan Universiti Awam Malaysia (MEDC 2020): “Ke Arah Menginsankan Pendidikan di Malaysia / Penyunting Hishomudin Ahmad, Noor Saazai Mat Saad, Rahimah Saimin, Kirembwe Rashid Abdul Hamed, Noorhayati Hashim, Sarifah Nurhanum Syed Sahuri, Zarina Ashikin Zakaria, Nur Shahadah Mohd Surbani 11-12 November 2020 (Seminar Dalam Talian) Anjuran : Fakulti Pengajian Bahasa Utama, USIM & Majlis Dekan Pendidikan Universiti Awam Malaysiaen_US
dc.description.abstractIntroduction- 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.en_US
dc.identifier.epage750
dc.identifier.isbneISBN: 9789674408855
dc.identifier.spage745
dc.identifier.urihttps://drive.google.com/file/d/1EP06vRgMNMfHQIA4CB2hAZrr4AIhvfnn/view
dc.identifier.urihttps://oarep.usim.edu.my/handle/123456789/18109
dc.language.isoen_USen_US
dc.publisherFakulti Pengajian Bahasa Utama, USIMen_US
dc.relation.conferenceProsiding Seminar Kebangsaan Majlis Dekan Pendidikan Universiti Awam Malaysia (MEDC 2020)en_US
dc.subjectacademic writing, English as a Second Language (ESL), Game-based learning, research writing, university students.en_US
dc.titleGame-Based Learning (GBL) For Academic Writing: An Insight from ESL Pre-Service Teachersen_US
dc.title.alternativePembelajaran Berasaskan Permainan (GBL) Untuk Penulisan Akademik: Satu Tinjauan Dari Guru Pra-Perkhidmatan ESLen_US
dc.typeArticleen_US
dspace.entity.typePublication

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