TO DESIGN VIDEO GAMES TO HELP STUDENTS TO LEARN ENGLISH AT SIXTH LEVEL IN DON BOSCO EDUCATIONAL INST

TO DESIGN VIDEO GAMES TO HELP STUDENTS TO LEARN ENGLISH AT SIXTH LEVEL IN DON BOSCO EDUCATIONAL INST

1. METHODOLOGY

   • We use a quasi- experimental design defined in group of students at sixth level in Don Bosco educational institution. We have two groups of eighteen students, each one in a computer witch have installed the different video game designed by the students of eleventh grade at the same institution.

2. RESULTS

   • we apply a survey to the students in order to get information about ten questions which help us to determine the real effect of the video games in the production of oral participation in the class.

3. CONCLUSIONS

   • The students at sixth level put into practice the vocabulary presented by the students of eleventh grade according to the topic.
   • There was a higher level of oral participations of the students of the sixth level.

4. RECOMMENDATIONS

   • we recommend to the english teacher the use of the video games to get oral participation in their classes

5. VIDEO GAMES

   • MEMORY GAME
   • TETRIS GAME
   • MATCHING GAME
   • SENTENCE GAME

6. OBJECTIVES

   • GENERAL OBJECTIVE
     • To determine the effect of video games on the development of oral production in sixth graders of “Don Bosco” high school.
   • SPECIFIC OBJECTIVES
     • To get a higher level of motivation of the students in their English classes playing with the video games.

7. PROBLEM STATEMENT

   • There is not oral participation in English of the students at sixth level at “Don Bosco” high school

8. HYPOTHESES

   • The use of the video games will generate oral participation in the classroom of sixth level students at “Don Bosco” high school.

9. LIMITATIONS

   • The kind of design we make did not allow us make generalizations about the real and spontaneous participations because the number of students is higher and we did not find a better way to detect the quality of participations.
   • The little time devoted to the English subject at “Don Bosco” high school (four hours by week).
   • The group is heterogeneous (their English level is different). There are not pedagogical resource to be used in the English classes.

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