Walkthrough

York, J. (2019). “Kotoba Rollers” walkthrough: Board games, TBLT, and player progression in a university EFL classroom

By October 23, 2019 No Comments

Metadata

  • Author: James York
  • Reviewed by: Benjamin Thanyawatpokin, Jonathan deHaan
  • Volume and page numbers: 1 (p. 58 – 114)
  • Date of publication: 2019/10/23
  • Keywords: Game-based language teaching, teacher mediation, TBLT, board games, walkthrough
  • Cite: York, J. (2019). “Kotoba Rollers” walkthrough: Board games, TBLT, and player progression in a university EFL classroom. Ludic Language Pedagogy (1), 58-114.
  • Compendium resources: Available here.

📝Download the PDF:


Read online:

york-j-2019-kotoba-rollers-walkthrough-board-games-tblt-and-player-progression-in-a-university-efl-classroom-ludic-language-pedagogy1

References

Alspach, T. (2014). One Night Ultimate Werewolf. Bézier Games, Inc.

Altan, M. Z. (1995). Culture in EFL contexts: Classroom and coursebooks. Modern English Teacher, 4(2), 58-60.

Atlantis Software Limited. (1988). Pothole Pete. [PC video game]. London, UK. Retrieved from http://www.atarimania.com/game-atari-st-pothole-pete_10272.html 

Cope, B., & Kalantzis, M. (Eds.). (2016). A pedagogy of multiliteracies: Learning by design. Springer.

Cornillie, F., Thorne, S.L. & Desmet, P. (2012). ReCALL Special Issue: Digital Games for Language Learning: Challenges and Opportunities. ReCALL, 24(03), pp. 243-256.

Darvasi, P. (2016) The Ward Game: How McMurphy, McLuhan, and MacGyver Might Free Us From McEducation. In: C. Williams-Pierce (Ed), Teacher Pioneers: Visions from the Edge of the Map. (pp. 70-105) Carnegie Mellon: ETC Press Pittsburgh, PA.

Deci, E. L., & Ryan, R. M. (2002). Overview of self-determination theory: An organismic dialectical perspective. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3-33). Rochester, NY: University of Rochester Press.

Donato, R. (1994) Collective scaffolding in second language learning. In J.P. Lantolf and G. Appel (eds) Vygotskian Approaches to Second Language Research (pp. 33-56). Westport, CT: Ablex Publishing.

Dörnyei, Z., & Murphey, T. (2003). Group dynamics in the language classroom. Ernst Klett Sprachen.

Farber, M. (2018). Game-based learning in action: How an expert affinity group teachers with games. New York, NY: Peter Lang.

Fowers, T. (2015) Burgle Bros. Fowers Games. http://www.burglebros.com/

Gray, J. (2002). The global coursebook in English language teaching. In D. Block & D. Cameron (Eds). Globalization and language teaching (pp. 161-177). New York: Routledge.

Hsiu-Chen, H. (2017). The combined effect of task repetition and post-task transcribing on L2 speaking complexity, accuracy, and fluency. Language Learning Journal, 2017, 1-16. https://doi.org/10.1080/09571736.2016.1255773

Jenkins, H., Purushotma, R., Weigel, M., Clinton, K., & Robison, A. J. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. MIT Press.

Jones, D. M. (2019). Teacher Cognition Related to Tabletop Game Use in Language Learning Classrooms, (Unpublished masters dissertation). Trinity Western University, British Columbia, Canada.

Kimura, Y., Nakata, Y. & Okumura, T. (2001). Language learning motivation of EFL learners in Japan: a cross-sectional analysis of various learning milieus. Japan Association for Language Teaching Journal, (23)1, 47-68.

King, J. (2013). Silence in the second language classrooms of Japanese Universities. Applied Linguistics, 34(3), 325-343. https://doi.org/10.1093/applin/ams043 

Koch, R. (2011). The 80/20 Principle: The Secret of Achieving More with Less: Updated 20th anniversary edition of the productivity and business classic. Nicholas Brealey Publishing, Boston, MA.

Kohn, A. (1999). Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A’s, Praise, and Other Bribes. Houghton Mifflin Harcourt.

Lambert, C. (2010). A task-based needs analysis: Putting principles into practice. Language Teaching Research, 14(1), 99-112. https://doi.org/10.1177/1362168809346520

Long, M. (1985). Input and second acquisition theory. In S. Gass & C. Madden (Eds.), Input in second language acquisition. Rowley, MA: Newbury House.

Long, M. H. (2009). Methodological principles in language teaching. In M. H. Long & C. J. Doughty (Eds.), Handbook of language teaching (pp. 373-94). Oxford, UK: Blackwell.

Long, M. (2014). Second language acquisition and task-based language teaching. John Wiley & Sons.

Molin, G. (2017). The role of the teacher in game-based learning: A review and outlook. In M. Ma, & A. Oikonomou (Eds.), Serious Games and Edutainment Applications: Volume II (pp. 649-674). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-319-51645-5_28

Nebel, S., Schneider, S., & Rey, G. D. (2016). From duels to classroom competition: Social competition and learning in educational videogames within different group sizes. Computers in Human Behavior, 55, 384–398. http://doi.org/10.1016/j.chb.2015.09.035

Negishi, M. (2012). The development of the CEFR-J: Where we are, where we are going. New perspectives for foreign language teaching in higher education: Exploring the possibilities of application of CEFR, 105-116.

Nicholson S. (2015) A RECIPE for Meaningful Gamification. In: T. Reiners, & L. Wood. (eds) Gamification in Education and Business. Springer, Cham, pp. 1-20.

Paesani, K. W., Allen, H. W., Dupuy, B., Liskin-Gasparro, J. E., & Lacorte, M. E. (2015). A multiliteracies framework for collegiate foreign language teaching. Pearson.

Pennycook, A. (1994). The Cultural Politics of English as an International Language. London: Longman

Poehner, M. E., & Lantolf, J. P. (2013). Bringing the ZPD into the equation: Capturing L2 development during Computerized Dynamic Assessment (C-DA). Language Teaching Research, 17(3), 323–342. https://doi.org/10.1177/1362168813482935

Reinhardt, J. (2018). Gameful Second and Foreign Language Teaching and Learning. Springer International Publishing. https://doi.org/10.1007/978-3-030-04729-0 

Salen, K., & Zimmerman, E. (2004). Rules of Play. Game Design Fundamentals. Cambridge, MA.

Shah, M., & Foster, A. (2015). Developing and Assessing Teachers ’ Knowledge of Game-based Learning. Technology and Teacher Education, 23(2), 241–267.

Skehan, P. (2003). Task-based instruction. Language Teaching, 36(1), 1–14. http://doi.org/10.1017/S026144480200188X

Squire, K. (2011). Video Games and Learning: Teaching and Participatory Culture in the Digital Age. Technology, Education–Connections (the TEC Series). Teachers College Press: New York.

Suits, B. (2005). The Grasshopper: Games, Life and Utopia. Orchard Park, NY: Broadview Press.

Sykes, J. (2014). TBLT and synthetic immersive environments. In M. González-Lloret & L. Ortega (Eds.), Technology-mediated TBLT: researching technology and tasks (Vol.6). John Benjamins Publishing Company. 

Thomas, M. (2012). Contextualizing digital game-based language learning: Transformational paradigm shift or business as usual?. In H. Reinders (Ed.), Digital games in language learning and teaching, (pp. 11-31). Palgrave Macmillan, London.

Ushan, A. (2014). Spyfall [Board game]. Lake Forest, CA: Cryptozoic Entertainment.

Van Lier, L. (2010). The ecology of language learning: Practice to theory, theory to practice. Procedia – Social and Behavioral Sciences, 3(1), 2–6. https://doi.org/10.1016/j.sbspro.2010.07.005

Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

West, R. (1994). Needs analysis in language teaching. Language Teaching, 27(1), 1–19.

Willis, J. (1996). A framework for task-based learning. Pearson PTR.

Xu, Y., Barba, E., Radu, I., Gandy, M., & MacIntyre, B. (2011). Chores are fun: Understanding social play in board games for digital tabletop game design. Proceedings of DiGRA 2011 Conference: Think Design Play, 1–16. Retrieved from http://www.digra.org/wp-content/uploads/digital-library/11307.16031.pdf

York, J. (2012). English Quest: Implementing game mechanics in a university EFL classroom. Modern English Teacher 21(4) 20-25.

York, J. (2014). Minecraft and language learning. In C. Gallagher (Ed.), Minecraft in the Classroom: Ideas, inspiration, and student projects for teachers, (pp.179-196). Berkeley, CA: Peachpit Press.

York, J., & deHaan, J. (2017). Board games and foreign language learning: Rationale and framework development. In G. Brooks (Ed.) The 2016 PanSIG Journal (pp. 379-390). Tokyo, Japan: JALT.

York, J. (2018, September 4). Kotoba Rollers 2018: A reflection of the first term. Retrieved from https://www.teachingwith.games/2018/09/04/kotoba-rollers-2018-a-reflection-of-the-first-term/

York, J. (2019a). English at Play. Tokyo Denki University Press, Tokyo, Japan.

York, J. (2019b, January 16). Kotoba Rollers 2018: A reflection of the second term. Retrevied from https://www.teachingwith.games/2019/01/16/kotoba-rollers-2018-second-term/

York, J. & deHaan, J. (2018) A constructivist approach to game-based language learning. International Journal of Game-Based Learning 8(1).

York, J., deHaan, J., & Hourdequin, P. (2019) It’s Your Turn: EFL Teaching and Learning with Tabletop Games. In H. Reinders, S. Ryan, & S. Nakamura, (Eds.), Innovation in Language Teaching and Learning: The Case of Japan (pp. 117-139). Springer International Publishing. https://doi.org/10.1007/978-3-030-12567-7

Zagal, J. P., Rick, J., & Hsi, I. (2006). Collaborative games: Lessons learned from board games. Simulation & Gaming, 37(1), 24–40. https://doi.org/10.1177/1046878105282279

Zheng, D., Schmidt, M., Hu, Y., Liu, M., & Hsu, J. (2017). Eco-dialogical learning and translanguaging in open-ended 3D virtual learning environments: Where place, time, and objects matter. Australasian Journal of Educational Technology, 33(5), 107–122. https://doi.org/10.14742/ajet.2909