This descriptive study investigated the implementation of student-selected, entertainment-purposed digital games for foreign language teaching and learning. During a 15-week semester, 16 Korean EFL students enrolled in an introductory educational technology course played online games, visited gaming sites, and completed instructional tasks. Conceptualizing games as social practices and drawing from the bridging activities framework (Thorne & Reinhardt, 2008), instructional tasks were designed to enhance language awareness and to present possibilities for socialization into gaming discourses. The study investigated the ways that the designed pedagogy supported or impeded language awareness and gaming discourse participation. The study found that the students exhibited language awareness in many ways, but that there were missed opportunities in developing student understandings of language as a social medium. Additionally, six students (38%) directly participated in gaming spaces, and some of them took on more central roles in gaming practices over time. Other students, however, did not attempt to directly participate in gaming sites or were not successful in their attempts. These findings are discussed in regard to pedagogical design, including game selection and supporting learner analyses of gaming discourses, as well as avenues for future research examining socialization in classrooms and gaming spaces.

中文翻译：

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实施数字游戏增强教学法：支持和阻碍语言意识和话语参与现象

这项描述性研究调查了学生选择的、以娱乐为目的的外语教学数字游戏的实施情况。在为期 15 周的学期中，16 名韩国 EFL 学生参加了介绍性教育技术课程，他们玩在线游戏、访问游戏网站并完成教学任务。将游戏概念化为社会实践并借鉴桥接活动框架 (Thorne & Reinhardt, 2008)，教学任务旨在提高语言意识并将社交化融入游戏话语的可能性。该研究调查了设计的教学法支持或阻碍语言意识和游戏话语参与的方式。研究发现，学生在很多方面表现出语言意识，但是错过了培养学生对语言作为一种社交媒介的理解的机会。此外，六名学生 (38%) 直接参与了游戏空间，其中一些学生随着时间的推移在游戏实践中扮演了更重要的角色。然而，其他学生并没有尝试直接参与游戏网站，或者他们的尝试没有成功。这些发现在教学设计方面进行了讨论，包括游戏选择和支持学习者对游戏话语的分析，以及未来研究课堂和游戏空间社会化的途径。未尝试直接参与游戏网站或尝试未成功。这些发现在教学设计方面进行了讨论，包括游戏选择和支持学习者对游戏话语的分析，以及未来研究课堂和游戏空间社会化的途径。未尝试直接参与游戏网站或尝试未成功。这些发现在教学设计方面进行了讨论，包括游戏选择和支持学习者对游戏话语的分析，以及未来研究课堂和游戏空间社会化的途径。