Andreea Nechifor
Abstract: Linguistic awareness, essential for effective communication and language learning, is the focus of this paper, which investigates the role of gamification in its development. Gamification has emerged as a potent tool in education, enhancing engagement and motivation (Gee, 2003). This study draws on insights from applied linguistics, educational psychology, and game studies to explore how gamification fosters linguistic awareness among language learners. Examining its theoretical underpinnings and applicability to language learning (Chapelle, 2008), the paper discusses the role of gamified language learning platforms in promoting language acquisition and competence (Kukulska-Hulme & Shield, 2008). It argues, supported by Gee (2003) and Kapp (2012), that gamification elements like points, badges, and leader boards enhance learner motivation. Furthermore, by incorporating mechanics that encourage reflection and manipulation of language structures (Deterding et al., 2011), gamification deepens understanding of linguistic concepts. The paper proposes a framework for designing gamified activities targeting various aspects of linguistic awareness, with examples provided for specialized vocabulary, speaking, and writing. Highlighting best practices (Squire, 2006), it integrates research literature and practical implementations to elucidate the benefits and challenges of gamification in language education (Thorne & Reinhardt, 2008). Finally, recognizing the need for further research, the paper discusses future directions for exploring gamification’s impact on linguistic awareness development in diverse educational contexts.
Keywords: linguistic awarness, gamification, motivation, digital era, culturacy
References:
Chapelle, C. A. (2008). Computer Assisted Language Learning. In The Handbook of Educational Linguistics. Blackwell Publishing Ltd., 585-595
Deterding, S., Dixon, D., Khaled, R., & LeBlanc, M. (2011). From game mechanics to knowledge assembly: Introducing a new approach to educational game design. In Educational Technology Research & Development, 59(2), 107-121. https://link.springer.com/chapter/10.1007/978-1-4614-3185-5_38
Gee, J. P. (2003). What Video Games Have to Teach us about Learning and Literacy. Palgrave Macmillan.
Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods for motivating students and transforming education. John Wiley & Sons.
Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. In ReCALL, 20(3), 271-289.
Squire, K. (2006). From content to context: Videogames as designed experience. In Educational Researcher, 35(8), 19-29.
Thorne, S. L., & Reinhardt, J. (2008). Bridging Activities, New Media Literacies, and Advanced Foreign Language Proficiency. In CALICO Journal, 25(3), 558-572
