The Integration of Cooperative and Individual Video Games in the French as a Foreign Language Classroom
DOI:
https://doi.org/10.29105/innoacad.v2i2.74Keywords:
video games, French as a Foreign Language, motivationAbstract
This study analyzes the integration of cooperative and individual video games into the teaching of French as a foreign language (FFL) at a university language center in Mexico, involving 36 students with proficiency levels ranging from A2 to B1. Its objective is to examine the extent to which these video game-based materials, when adapted for pedagogical purposes, can enhance learners’ motivation, encourage interactions in the target language, and support language acquisition. The study adopts an exploratory mixed-methods approach based on the analysis of partially recorded classroom sessions, written productions, and questionnaires. The findings reveal strong learner engagement and a functional use of French, particularly through interactions related to the completion of cyber tasks and the acquisition of contextualized vocabulary. They also show that much of the observed learning relies on implicit processes fostered by the gaming experience. However, certain aspects call for a more nuanced interpretation of these benefits, especially the constraints linked to the implementation of such tools in a school context. The study therefore highlights the pedagogical potential of video games in FFL classrooms while emphasizing the importance of the didactic conditions under which they are integrated.
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