Why Is Online Games Important For Learning English

No matter how much parents hate homework, it’s valuable education. Especially for young English majors like me!

The growing demand to teach English in the West is inspiring new forms of education across the world that address the fundamental needs of English speakers. Other countries are seeking to equip their citizens with the skills necessary to speak, write and interact in English.

While at first it may seem surprising that traditional teaching methods and learning experiences in English do not significantly improve language acquisition, the modern understanding is that well-designed learning experiences for a variety of learners can indeed improve the mastery of a language. For example, only one-third of Australians will be able to speak and write in English by the time they turn 21, and they will be widely, but also inadequately, educated. The prevailing view is that English is the language of globalisation and therefore a skill that the international community must possess. However, Australians are also pursuing foreign languages as a way of communicating in a global marketplace, and teachers should increase their use of non-traditional language learning methodologies and methods that have proven to be effective in other countries.

The challenge facing educators around the world is to identify the specific elements of the teaching process that motivate students and give them the most gain. Schools that offer more formal interaction and one-on-one instruction will invariably have students who have gained mastery of the fundamentals of the language.

Building upon students’ fluency at the primary school level allows us to employ other experimental methods that will allow for learners to learn English in larger numbers. Also, the use of online games in online learning will encourage learning by increasing the time and length of time that each student spends doing homework and practising, rather than supplementing the learning process with tutoring in the traditional way.

That being said, there is a downside to using one-on-one interaction, a phenomenon usually experienced by most schools. It is difficult to assess the amount of help that a teacher may offer. This lack of access to one-on-one interaction places a particular burden on the learner, who might be willing to learn but struggling to engage with a lesson that they don’t understand. Furthermore, if the lesson is effective at maximising a student’s self-efficacy, then his response to non-lecture based teaching might also be underestimated. For example, are the lessons that the school produces more effective when divided into small sessions, where students practice in one-on-one exercises, or do the lessons with small groups?

Focussing in on the importance of online learning for English language acquisition, we find that students’ motivation is also critical in this approach. The main drawback of school-based instruction is the main drawback of traditional education: students might believe that this means that they won’t learn anything, while formal online learning promotes deliberate learning and individual responsibility.

Another reason why online game-based learning should be emphasised is that we need to challenge the student by exposing them to a wide variety of skills and experiences that can further their knowledge of the language. Students learning English online are exposed to a range of culture differences from their native language. They are at the mercy of conditions and priorities that are different to those at home. They have to make good decisions for themselves and for their friends in this environment. If they fail, they can take responsibility for their own behaviour and take matters into their own hands. They learn that learning does not mean limiting yourself to a specific amount of time, or any one style of learner.

Online game-based learning can reach and engage learners in ways that would be impossible in a traditional classroom. Due to the extra challenge that is faced by students on their own, teachers might learn from these experiences and become more aware of the ways that they can best guide student learning in this manner. According to the current education policy in Australia, if a student in a mainstream school engages and learns by downloading an online game, then he or she can have the “highest possible impact” on the learning outcomes for this academic year. This is hard for a teacher to understand if the student involved in this practice ceases to be in class, and with such great understanding of the huge range of possibilities, teachers should reevaluate their approach to developing skills for that particular student.

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