Stephen Krashen’in Duygusal Filtre ve Girdi Hipotezleri ve Öğrencilerin İçsel Güdüleri ile İngilizce Derslerinde Dijital Oyunların Kullanımı Arasındaki İlişkinin Araştırılması

The present study aims to investigate the relationship between students’ achievement scores before and after they play digital games in the classroom. It also focuses on the question whether digital games lower their affective filter or not. Lastly, the effect of digital games on students’ intrinsic motivation is clarified with the help of questionnaires. The study was carried out with 65 participants studying at English preparatory school of Istanbul Aydın University. The obtained data was analyzed by utilizing both qualitative and quantitative analyses to investigate whether there is a relationship between students’ achievement scores and playing digital games in the classroom, if playing games lower their affective filter or not and if students are motivated intrinsically while playing digital games. The results of the study have revealed that there is significant difference between the scores of the control and experimental groups in ELAT tests, there is not a significant relationship between students playing games and their affective filter lowering and there is not a significant relationship between the opinions of the control and experimental groups with respect to playing games increasing intrinsic motivation.

Keywords:

Digital Games, Affective Filter,

PDF

___

Dizanbenko O, Pivec M, Bouras C, Igglesis V, Kapoulas V, Misedakis I; “A web based game for supporting Games-based learning”, GAME-ON 2003,London, England, (2003), pp.111-118 Dörnyei, Z. (1998).
’Motivation in second and foreign language learning’, Language Learning, 31, pp.117-135. Dulay, H., & Burt, M. (1977). Remarks on Creativity in Language Acquisition. In M. Burt, H. Dulay, & M. Finocchiaro (Eds.), Viewpoints on English as a Second Language (pp. 95-126). New York: Regents. Fisher, S.M. (2005).
Making Educational Computer Games ‘Educational’. IDC (June 2005), 55-61. Krashen, Stephen D. (1982).Principles and Practice in Second Language Acquisition, pp.20-30. Krashen, Stephen D. (1985).
The Input Hypothesis. Issues and Hypothesis, 1-32. Lewis, G, & Bedson, G. (1999)
Games for Children. Oxford. University Press, pp.1-10. MacIntyre, P. D., Noels, K. A., & Clément, R.
(1997). Biases in self-ratings of second language proficiency: The role of language anxiety. Language Learning, 47(2), 265-287. Ryan, R. M. and Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25:54–67. Xiaoyan, Du (2009).
The Affective Filter in Second Language Teaching. China: School of Foreign Languages of Qindao University of Sciences and Technology Qindao 2660610, vol.5, no.8.pp.162-165. Zeidner, M. (1998). Test Anxiety. New York: Kluwer Academic Publishers, pp.120-145.