| Titre : |
The impact of role-playing game on the motivation and the self-confidence of pupils in lower secondary general education during an oral expression in an English lesson |
| Type de document : |
document électronique |
| Auteurs : |
Maurine Vanbellingen, Auteur ; Alexandra Bury, Parraineur ; Anne Fonteyn, Parraineur |
| Editeur : |
Nivelles [Belgique] : Haute Ecole Bruxelles-Brabant. Domaine pédagogique |
| Année de publication : |
2024 |
| Collection : |
TFE numérique LM |
| Importance : |
1 vol. (48 f.) |
| Langues : |
Anglais (eng) |
| Index. décimale : |
811.111 Anglais |
| Résumé : |
In this final year thesis, we asked ourselves how teachers can make their pupils willing to speak English in class, and why they do not wish to talk. Is it because of a lack of motivation? Is it because they are not self-confident enough? These are possible answers to the why they do not want to talk in English.
Therefore, we needed to think of a solution to tackle this issue. It led us to wonder if role-playing games might be a solution to increase their motivation and self-confidence, which is what we decided to try out. Role-playing games are supposed to encourage spontaneity, as well as being a fun and pleasant way to learn and practice oral expression. We wondered whether or not it would have a positive impact on pupils’ motivation and self-confidence when speaking.
As ways to measure motivation and self-confidence, we used both a qualitative and quantitative method through a questionnaire composed of multiple-choice and open questions. This questionnaire was given to four groups in a total of two internships, only one group per internship experimenting the role-playing game. The other group played a mere dialogue. Pupils had to answer questions before and after the experiment, to allow a comparison afterwards. The responses to the questionnaire were analysed and classified into graphics.
The results obtained mostly confirmed the hypothesis, especially the results from the second experiment. Pupils felt more motivated and gained self-confidence because of the role-playing game. It is not completely successful, as not everyone can be pleased with the way they are taught a language.
I am now hoping to further experiment the implementation of role-playing games in EFL and ESL classes in the future. |
| Note de contenu : |
TFE en Langues modernes / Promoteur : Bury et Fonteyn |
| Niveau : |
Enseignement secondaire |
| Permalink : |
http://catalogue.iesp.be/index.php?lvl=notice_display&id=24365 |
The impact of role-playing game on the motivation and the self-confidence of pupils in lower secondary general education during an oral expression in an English lesson [document électronique] / Maurine Vanbellingen, Auteur ; Alexandra Bury, Parraineur ; Anne Fonteyn, Parraineur . - Nivelles [Belgique] : Haute Ecole Bruxelles-Brabant. Domaine pédagogique, 2024 . - 1 vol. (48 f.). - ( TFE numérique LM) . Langues : Anglais ( eng)
| Index. décimale : |
811.111 Anglais |
| Résumé : |
In this final year thesis, we asked ourselves how teachers can make their pupils willing to speak English in class, and why they do not wish to talk. Is it because of a lack of motivation? Is it because they are not self-confident enough? These are possible answers to the why they do not want to talk in English.
Therefore, we needed to think of a solution to tackle this issue. It led us to wonder if role-playing games might be a solution to increase their motivation and self-confidence, which is what we decided to try out. Role-playing games are supposed to encourage spontaneity, as well as being a fun and pleasant way to learn and practice oral expression. We wondered whether or not it would have a positive impact on pupils’ motivation and self-confidence when speaking.
As ways to measure motivation and self-confidence, we used both a qualitative and quantitative method through a questionnaire composed of multiple-choice and open questions. This questionnaire was given to four groups in a total of two internships, only one group per internship experimenting the role-playing game. The other group played a mere dialogue. Pupils had to answer questions before and after the experiment, to allow a comparison afterwards. The responses to the questionnaire were analysed and classified into graphics.
The results obtained mostly confirmed the hypothesis, especially the results from the second experiment. Pupils felt more motivated and gained self-confidence because of the role-playing game. It is not completely successful, as not everyone can be pleased with the way they are taught a language.
I am now hoping to further experiment the implementation of role-playing games in EFL and ESL classes in the future. |
| Note de contenu : |
TFE en Langues modernes / Promoteur : Bury et Fonteyn |
| Niveau : |
Enseignement secondaire |
| Permalink : |
http://catalogue.iesp.be/index.php?lvl=notice_display&id=24365 |
Vous pouvez copier-coller la références ci-dessous au format "APA" pour l'insérer sous la forme d'une référence bibliographique à la fin d'un travail.
Vanbellingen, Maurine, Bury, Alexandra, Fonteyn, Anne (2024). The impact of role-playing game on the motivation and the self-confidence of pupils in lower secondary general education during an oral expression in an English lesson. Nivelles (rue Emile Vandervelde 3, 1400, Belgique) : Haute Ecole Bruxelles-Brabant. Domaine pédagogique.
En ligne :
Attention ! Des corrections supplémentaires doivent être appliquées "à la main" pour respecter entièrement la norme APA :
- le prénom d'un auteur doit être remplacé par son initiale suivie d'un point (Victor -> V.)
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The impact of role-playing game on the motivation and the self-confidence of pupils in lower secondary general education during an oral expression in an English lesson
