Exploring the Role of Facilitator Talk Moves in Online Game-Based Grammar Training

Abstract

In light of the limited research on native learners’ game-based grammar learning, this exploratory study examined the use of facilitator talk moves during synchronous online game-based grammar training for native English-speaking learners. A total of ten native high school learners participated in a 60 to 90-minute synchronous online grammar-based grammar training session while facilitator supporting their training with different facilitator talk moves. We focused on types of facilitator talk moves in each training session and examined the impact of these talk moves on the learners’ grammar score improvement. Using content analysis, we found twelve different talk moves employed in the training sessions. Chi-squared tests for independence revealed that greater use of “checking” talk moves was associated with grammar score improvement, while the greater use of “procedural” talk moves was associated with no score improvement and, by implication, an adverse impact on grammar score improvement.