Literature review – V-Web Game

This game has been designed for Standard 6, KBSR students to help them acquire a certain level of linguistic competence in terms of vocabulary, spelling and meaning. Students were required to make use of their learnt and acquired knowledge of the L2 to create words from given stems. According to Krashen (1987), there are two independent systems whereby ESL learners develop ability in the L2.These two systems refer to subconscious language acquisition and conscious learning. Both are interrelated in a definite way in which subconscious acquisition appears to be far more important. In a way this game promotes subconscious acquisition where the students were responsible in negotiating words and meaning in the process of creating more words from the word stems. The acquired knowledge or background knowledge known as schema serve as a monitor to check on the words derived.
The process of implementing this game had underlying language learning theories to make sure that it is effective in promoting learning. Krashen (1987) , believes that input should be one level higher than the learnt or acquired knowledge so as to ensure learning takes place. In this case students started with words that have been taught in the previous lesson with a certain level of difficulty. In other words they were not easy words or words that were quite familiar to them. This will act as a challenge to all of them. In undertaking this task the students were not allowed to work individually. This will therefore call for group work with elements of co-operative learning, collaborative learning, experiential learning and exploitation of multiple intelligence.
Working in groups co-operatively and collaboratively would somehow minimize anxiety and therefore increase motivation. Students will not feel threatened by the situation and will be able to work in a relaxed situation to ensure better output. The procedure of this game ensured that each and every one of the group members will contribute towards the success of the group. It is also to ensure maximum participation among the students. Hin (1999) agrees that group work has long been supported by sound pedagogical arguments where it is an interactive activity in the L2 classroom. Students can discuss the task given and share their ideas and knowledge with the group members.
Collaborative learning is considered a learning strategy in which learners group themselves into smaller units to go through the learning process together (http://www.clrc.com). According to Hill and Hill (1990:1), the nine benefits of collaborative learning are higher achievement, deeper understanding, enjoyable learning, develops leadership skills, promotes positive attitudes, self- esteem, implicit learning, a sense of belonging and skills for the future. The V-Web game also promotes learners’ fluency in the use of language items through face to face interaction as they communicate, first in pairs later in groups in attempts to negotiate meaning so as to achieve message comprehensibility. It also gives students the opportunity to learn communication strategies. It would also mean that the only way in which each group member can attain their own personal goal is by ensuring the group’s success.
This V-Web game also emphasizes on linguistic intelligence, interpersonal intelligence and intra personal intelligence. Obviously throughout the course of the game, students have to read, recall, think and make decisions about certain words or vocabulary that could be created from the given word-stem. Students have to read and negotiate words, spelling and their meaning. In doing so this game also seek to elicit students’ ability in communication strategies such as asking and responding to questions, moods and motivations as well as desires of other people. Intrapersonal skill could refer to each individual’s ability to discriminate ones emotions and knowledge of ones own strength and weaknesses. In other words as an individual, he is able to make a fair judgement of himself and his ability.
In conclusion this game has given opportunity to the students or participants to work collaboratively making use of their background knowledge acquired earlier to create a whole range of new words with a clear understanding of the procedures which requires a certain degree of linguistic competence. This game does not promote much of experiential learning since it does involve students in a make believe situation as in simulations. However it is conducted within the domain of a learner centred approach whereby learners are responsible for their own learning.Integration of language skills has also been practised in which the receptive skills, listening, reading, speaking and writing take place in tandem.


References:

1. Hill, S. Hill, T. (1990). “The Collaborative Classroom” Australia: Eleanor Curtain Publishing.

2 Hin, Siew Hong (1999). “ A Study on the Role and Contributions of Group Work in Task-based Activities for a Group of Form
Two Learners in SM Taman University, Skudai, Johor Bahru.” University Teknologi Malaysia.

3. Krashen, S.D. (1987). “ Principles and Practice in Second Language Acquisition”. Great Britain : Prentice Hall, Inc.

4. http://www.clrc.com

prepared by: Harison bt. Ishak