The effects of video games on the receptive vocabulary proficiency of Swedish ESL students

Playing video games is an activity that takes up an increasing amount of children’s and adolescent’s spare time. While some previous studies have highlighted the negative aspects of video games, little research has been carried out on the linguistic learning opportunities that video games present. This study primarily investigates if Swedish second language learners of English can increase their vocabulary proficiency in English with the use of video games. In order to answer the research questions, two quantitative data elicitation methods are used: a questionnaire which aims to gather attitudinal and behavioral data, and a Vocabulary Levels Test which elicits data about the participants’ receptive vocabulary proficiency. The participants consist of 25 students at an upper secondary school in Stockholm. The results show that participants who played video games scored higher on the Vocabulary Levels Test, indicating a higher receptive vocabulary proficiency. Furthermore, the results show that participants who played moderate to frequent amounts of time performed better in the Vocabulary Levels Test than infrequent players. The results also show that video games emphasizing co-operation and communication are preferable to use for vocabulary acquisition. Additionally, the study discusses if video games could be integrated into the Swedish upper secondary school system.

Pedagogiken i tiden : Om framväxten av nya undervisningsformer under tidigt 2000-tal – exemplet Kunskapsskolan

The study concerns the new educational activities that emerge within the deregulated school system at the beginning of the 21st century. Which ideas guide the work? How is the activity formed? What does one hope to achieve? The aim of the thesis is to explore these educational practices in one of the larges independent schools in Sweden – Kunskapsskolan. The study was based upon a sociocultural perspective on learning and on twenty situated interviews with seven principals. Tools central for the activity in Kunskapsskolan were used as basis for the interviews. A qualitative analysis has been used; one of the methods for analysis applied is phenomenography. The study shows how the school, with the help of centrally developed tools, organised the teaching and the environments for learning that were implemented in all schools of the company. Individually organised teaching is the foundation for all teaching, where the students are expected to be self-regulated and self-correcting and use the tools provided for their learning. With regards to the students’ learning, the teachers’ role is mainly related to individual tutorial conversations. Thereby the tools intended to create freedom and control for the students, also create problems and obstacles. Students who do not learn to use the tools have difficulties in managing their studies. The new tools also affect the teachers’ work. In comparison with other schools, the teachers are expected to submit to the educational model and a centrally controlled planning. The teaching is centrally planned in subject specific stages or subject integrated courses. Teachers can influence the central planning by working collaboratively in teacher teams but not individually. The main commission of the teachers is to follow the educational model decided by the company. In comparison with the traditional school, both teachers and students are given new roles. When learning is individually organised for the students, the teachers are expected to develop their knowledge collectively. According to the results, both students and teachers have different approaches to the system – they can submit to the system or approach it in a more independent and reflective way.