Gaming as an Instructional Strategy for Language Learning


Icon of game consul

What empirical evidence exists as to the efficacy of gaming as an instructional strategy? More specifically, how can massive multiplayer online role-playing games (MMORGs) be used to learn a second language? Gaming provides situated learning of content in a problem-based learning (PBL) format (Brown, Collins, & Duguid, 1989). Therefore, language learning games are generally created with an adventure, problem-solving scenario. For example, Trace Effects, a 3-D multimedia interactive video game, was designed specifically for English language learners (ELLs) ages 12-16 by the U.S. Department of State, Bureau of Educational and Cultural Affairs. It’s an adventure game where the protagonist goes through the task of trying to get enrolled in an American university and become familiar with its surrounding community/city. The various levels of the game take you to different American communities (e.g., New Orleans) for rich situated learning among the varied cultural settings. PBL provides meaningful learning, resulting in deeper…

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To the Ends of the World

The Brookses

To the Ends of the World




It is November now, and I am left reflecting on the things God did during this Summer’s TESOL. It is not so long ago that I was shoulder deep in lecturing and late-night grading. Somehow, it feels like an eternity has passed and November has already come and gone. The things I reflect most on are the people that came to TESOL: Ainsley, the youngest of the group, was 19 years old; she had just finished her School of Biblical Studies here in Montana and was on her way back to Nepal to teach English. The oldest was Jack, who was 91 years young. He had a PhD in Chemical Engineering and after TESOL he headed to South Korea indefinitely with the hope that North Korea would open before he leaves…

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What’s the role of English in Higher Education?

Teachingtoteach's Blog

What’s the role of English in Higher Education? This was the main topic of an event which took place in Segovia (Spain) last week, as reported by the University World News. The British Council, in collaboration with the IE University organised this international meeting where universities from different countries worldwide and experts from the British Council and the European Commission were involved. The key issue of the meeting was to discuss the implications of offering English courses and programmes at university and to reflect on the quality of this academic offer.

It is no surprise that most universities are pursuing EMI (English as a Medium of Instruction) programmes as a way to increase their reputation. EMI programmes attract international students to their institutions, and improve undergraduates’ profiles to match the needs of an increasingly demanding labour market. According to the UWN article, many institutions are aware of…

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Twenty Negative Adjectives

My English Vocabulary

large (2) I think the negative adjectives are as important as the positive ones, so I would like to start my vocabulary with them. I was reading the Vampire Diaries’ wikipedia page, when I found a pretty interesting word : “malevolent“, which I’ve never heard of before! So, linking the pleasant with the useful, I am going to try this method in learning new words, because, as my beloved teacher said, it’s okay if you can talk in English, but your vocabulary sucks!

Twenty Negative Adjectives

  • malevolent [məˈlɛvələnt] = Having or exhibiting ill will; wishing harm to others; malicious. = rosszindulatúan
    >> malevolence (noun-rosszindulat), malevolently (adverb-rosszindulatúan)
  • vicious  [ˈvɪʃəs] = Having the nature of vice; evil, immoral, or depraved. = gonosz
    >> viciousness (noun-gonoszság) , viciously (adverb-gonoszul)
  • savage [ˈsævɪdʒ] = Not domesticated or cultivated, wild ; vicious or merciless, brutal. = vad,barbár
    >> savageness/savagery (noun-

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If I Were A Sentence Written In The English Language


My Symphony: Luxury Of Loneliness by Her Space Holiday


If I were a sentence written in the English language, I would be compound-complex with lots of nouns and even more verbs. I would have five dependent clauses speaking slightly about my schooling, my job, my salary, my possessions and my wants. Only two of my clauses would speak of love, romance, beauty, poetry, chaos and adventure. But these are the independent clauses, and they’d speak with clarity, certainty and passion.

My structure wouldn’t always be considered conventional as my commas sometimes induce confusion. Even my appositives could be quite misleading. I would often end up being laughed at by people who judge me as ungrammatical without even giving me a second read. They would grab the upper right corner of the page I’m written on and turn it over, unsympathetically missing the meaning behind my gerund phrases masquerading as little…

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