The benefits of game technology to teach listening for university students

Most English teachers complain of their students’ not having motivation to learn English. The reasons for this can be varied: some of them learn English because of their parents wish, some may have to learn it for their job. They may be learning English as a foreign language for a hobby as well. Nevertheless, it is teacher’s responsibility to create an atmosphere in his/her classes in order to get students engaged into the learning process. Apart from studying for academic requirements, some students learn English for communication as well. Teachers who teach academic EFL students will often focus on tests and test practice. Yet, game technology can also be a good way to increase students’ motivation.

Before discussing the procedure of game technologies, we should define the term itself. There are several definitions of the term “game”. According to Toth, "A game is an activity with rules, a goal and an element of fun. Games can be classified into the following: competitive games, in which players or teams race to be the first to reach the goal, and co-operative games, in which players or teams work together towards a common goal. The emphasis in the games is on successful communication rather than on correctness of language." For EFL learners who will be trying to improve their listening skills, certain games can be very helpful in preparing for this. These students genuinely enjoy language games that are both relevant and still a break from theoretical information. While choosing games, we should consider the following rules:

• •    A game must be more than just fun.

• •    A game should involve "friendly" competition.

• •    A game should keep all of the students involved and interested.

• •    A game should encourage students to focus on the use of language rather than on the language itself.

• •    A game should give students a chance to learn, practice, or review specific language material.

University students can also be in different levels if we consider it according to their courses. For instance, freshmen are usually in level B1 when they start to study English. Sophomores are students who are in level B2. Graduate students are in level C1. Games for improving listening can be classified in accordance to the levels mentioned above. For freshmen or for students in level B1 we can suggest the following games for improving listening skills:

• 1.    Taking a Message.

Each of the students in a class call the teacher one evening at a prescribed time, and write a sentence that is dictated to them over the telephone. Next day students share their sentences and put them in proper order to tell a story. After they put it in the right order, they will have to solve the problem or find answer to the given question. This game can be used not only for improving listening skills but also for problem solving as well. The advantages of this game is that firstly, students are checked for listening skills and also how much they can solve the problem. Moreover, the objective of this game is not only improving listening skills but also helping students to find an answer to the given question. So, here we can integrate speaking with listening as well. For students in level B2 some complicated games should be chosen for improving their listening skills.

• 1 . Listening for the differences. Preparation. Collect and reproduce a series of short articles (about 200words maximum) from English language newspapers or magazines.

Procedure

• 1    Divide the class into groups (of several students each) in which students may work either individually or as two-person teams.

• 2    In the groups, each student/pair gets a different article, which no one else must see.

• 3    They read it through and decide what are the ten most important details in the story (e.g. last Monday, Mr John Brown, £397).

• 4    They alter the story, changing those facts to, for example, last Tuesday, Mr James Brown, £597).

• 5    Give everyone in each group a copy of all the texts; they read them all through.

• 6    In turn, each individual or pair reads out their changed version twice. The listeners look at the corresponding original and follow along.

a During the first reading, the listeners underline the differences they hear.

b The listeners compare what they have underlined.

c During the second reading, they write each difference at the side of the line where it occurs.

d The listeners call out the differences they heard and the reader(s) say(s) whether they are correct.

e If none of the listeners has the answer, the reader(s) read(s) out the relevant sentence again.

Note. Step 6 can be spread out over two or more lessons.

We must mention that games can be used for all learners despite their age and level because games are fun and learners of all ages like to play them. Through games learners experiment, discover, and interact with their environment. Games add variation to a lesson and increase motivation by providing a plausible incentive to use the target language. For many students language learning will not be the key motivational factor. Games can provide this stimulus. The game context makes the foreign language immediately useful to the children. It brings the target language to life.

In conclusion, as game technology rely on clear examples and both depended on the active involvement of the teachers in guiding their students' learning. If used properly, both strategies would play an efficient role in helping learners develop both fluency of behavior and understanding of the foreign linguistic system.