An Exploration of EFL Teachers’ Perceptions of Using Game-Based Learning Tools in Virtual Classes in a Saudi Primary School Context
DOI:
https://doi.org/10.17507/jltr.1504.13Keywords:
DGBL, educational technology, EFL teachers, Saudi teachers’ perceptionsAbstract
The recent trend towards digitization in education sectors, driven by the growing demand for more personalized learning, the health pandemic crisis, and the need to improve accessibility to diverse pedagogies, has transformed approaches to teaching. Specifically, the creation of digital game-based learning (DGBL) in recent years has led to an increased appreciation of the potential offered by digitization and the new trends toward gamified and virtual learning. This study explores the benefits of and challenges associated with learning gamification, as well as EFL teachers’ perceptions of using gamification tools in five primary schools in Al-Qunfudhah school district, Saudi Arabia. The study employed a qualitative design to obtain comprehensive data. Non-probabilistic purposive sampling was used to recruit a representative sample comprising five EFL teachers (N=5) from different primary schools. Furthermore, the study performed semi-structured interviews (SSIs) with participants to acquire in-depth insights based on their perceptions and experiences with DGBL. A thematic analysis (TA) was chosen as the primary strategy for analyzing qualitative data and coding participants’ insights into key themes and sub-themes. Overall, statistical measures indicated that many EFL primary school teachers in Al-Qunfudhah had effective technological awareness. Given the positive perception of DGBL, the study suggests that EFL teachers are able to integrate DGBL strategies to facilitate virtual learning, improve student-teacher engagement, increase time efficiency, and support language development.
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