Enhancing EFL Learners' Self-Regulation Through Video Games: Teachers' Perception
DOI:
https://doi.org/10.17507/jltr.1701.07Keywords:
self-regulation, video games, English language learning, technology in language learningAbstract
This study delved into the multifaceted perceptions of a diverse group of 130 teachers regarding the utilization of video games as a means to augment and bolster learners' self-regulation capabilities. With meticulous attention to detail, the researchers administered a meticulously designed questionnaire to the participants, meticulously capturing a nuanced understanding of their perspectives. The intriguing outcomes of this study unequivocally revealed a prevailing consensus among the teachers, asserting their firm belief in the potential of video games to exert a profoundly positive influence on learners' self-regulation capacities. The profound implications emanating from these compelling findings proffer a tantalizing glimpse into the untapped potential of video games as an efficacious pedagogical tool, poised to revolutionize the landscape of education by nurturing and cultivating learners' self-regulation skills.
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