HANNA -- A Gamified Digital Supplementary Course Material Developed to Help Socially Disadvantaged Pupils Learn English

Autor/inn/en	Szabó, Fruzsina; Abari, Kálmán; Balajthy, Dániel; Polonyi, Tünde
Titel	HANNA -- A Gamified Digital Supplementary Course Material Developed to Help Socially Disadvantaged Pupils Learn English
Quelle	In: Teaching English with Technology, 22 (2022) 2, S.51-68 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Gamification; Economically Disadvantaged; Second Language Learning; English (Second Language); Foreign Countries; Technology Uses in Education; Handheld Devices; Design; Learning Motivation; Independent Study; Supplementary Education; Program Implementation; Academic Achievement; Elementary School Students; Middle School Students; Language Skills; Language Tests; Outcomes of Education; Hungary + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Motivation for studies; Lernmotivation; Selbststudium; Ergänzungsunterricht; Schulleistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Language skill; Sprachkompetenz; Language test; Sprachtest; Lernleistung; Schulerfolg; Ungarn
Abstract	When it comes to language learning and teaching, one of the major issues that needs to be tackled is the large differences between students in terms of school performance, especially socially disadvantaged children who tend to lag behind their peers. Research on language teaching tends to focus on the average learner, thus leaving little room for students living and learning in low socio-economic regions (low SES). Central Europe, and particularly Hungary, displays one of the most considerate gaps in education, where disadvantaged regions and schools often underperform on the national curriculum tests. Innovation, alternative pedagogical methodologies and different mindset in teaching can bring about enhanced motivation, especially by employing digital devices and the elements of gamification. The purpose of our study is to introduce a new, tablet-based digital language course programme (HANNA), developed specifically for socially disadvantaged pupils in grades 5-7, which draws upon the teacher's role as a facilitator. The paper explains and describes the factors that contributed to designing the structure of HANNA, along with the organisation of the programme and the gamified elements that are meant to motivate students, thus providing an insight into material development specifically for disadvantaged pupils. (As Provided).
Anmerkungen	IATEFL Poland Computer Special Interest Group / University of Nicosia / Maria Curie-Sklodowska University. Ul. J. Sowinskiego 17, 20-041 Lublin, Poland. Web site: http://tewtjournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01