DAILY VERBS: TEACHING ENGLISH VERB TENSES THROUGH A SIMPLE VIDEO GAME

Mohammad Aljayyousi

doi:10.46827/ejfl.v5i5.3914

Abstract

This study introduces an educational game called “Daily Verbs” which teaches verb tenses to second language learners. The mechanics of the game is simple. The player moves a sprite through daily tasks and to each task there is a sentence attached stating the relevant tense. In the game, the researcher made use of Stephen Krashen’s principles of second language acquisition, namely, the acquisition vs. learning hypothesis, the affective filter, and the monitor hypothesis. Their manifestation in the game is explained in this study. Besides, the researcher made extensive use of John Gee’s 13 principles of learning embedded in video games. Their evidence in the game is also explained in the study.  Article visualizations:<img src="/-counters-/edu_01/0871/a.php" alt="Hit counter" />

Highlights

The video game that is introduced here is called “Daily Verbs” and it aims to teach the verb tenses in English for non-native learners
Based on them and others, it seems that video games are good educational tools for the following reasons: 1) They help develop intellectual and psychomotor abilities 2) They are more fun 3) They can simulate reality
In the sequences of the game when the same is repeated, the use is acquired and learned. Another one of Krashen’s principles is “The Affective Filter hypothesis” and here he refers to “the relationship between affective variables and the process of second language acquisition by positing that acquirers vary with respect to the strength or level of their Affective Filters” (p. 31)

Summary

Introduction

The video game that is introduced here is called “Daily Verbs” and it aims to teach the verb tenses in English for non-native learners (beginners and intermediate). In the sequences of the game when the same is repeated, the use is acquired and learned Another one of Krashen’s principles is “The Affective Filter hypothesis” and here he refers to “the relationship between affective variables and the process of second language acquisition by positing that acquirers vary with respect to the strength or level of their Affective Filters” The game, as it is, presents simple problems related to performing daily tasks Some of these problems are ordered to indirectly signal the use of the tense by attaching it to a specific action. The game tries to simplify the uses of verb tenses through presenting them in an everyday situation To move to another principle, Gee’s idea of sandboxes is similar to Krashen’s affective principle in the sense that games provide safe venues for learning through experimenting and making mistakes. The following table shows how each tense is integrated in the game and which task it is connected to (Table 1): Tense Simple Present

Learning Aspects

In combination with past

Before the start of the task to