Using Competitive Games to Capture Student Interest and Increase Motivation in the Language Classroom

Authors

  • Kirstin Crawford University of Kurdistan Hewlêr, Erbil, Iraq
  • Mark Frohnsdorff University of Kurdistan Hewlêr, Erbil, Iraq
  • Hediyeh Golmohamad University of Kurdistan Hewlêr, Erbil, Iraq
  • Lone Bendixen Goulani University of Kurdistan Hewlêr, Erbil, Iraq
  • Alison Salm University of Kurdistan Hewlêr, Erbil, Iraq
  • Stacey Xaelani University of Kurdistan Hewlêr, Erbil, Iraq

Keywords:

Curriculum design, Middle East, Student centred, Context-driven, Background, English

Abstract

The question as to which type of English for Academic Purposes (EAP) support is appropriate for pre-undergraduate students generally centres on whether students are provided general EAP or discipline specific EAP. Should students’ level of English be too low for either, students are frequently offered General English. The majority of our students at the University of Kurdistan Hewlêr (UKH) fell into the latter category, but included a significant number of intermediate level students. In addition to diverse learners, the transition from a former 2 year to a 1 year programme rendered a general English module insufficient to meet the academic needs and motivations of the students. Consequently, a flexible curriculum able to serve both low and mid-level learners and robust enough to survive change, was sought. This paper describes how two important changes to our curriculum have dramatically
improved reading and writing competence for what were lower level English learners. Weexamine curriculum principles and framework and challenge aspects of traditional EAP pedagogy by a focus on task authenticity rather than authenticity of text. Our previous curriculum driver could be described as book-driven, in that we tried to fit our
context, UKH in Kurdistan, to the specifications of a book. The diversity of student population and transition to a single year foundation programme enabled us to revise our curriculum and develop our own bespoke contextually relevant materials, guided by a significant change in curriculum principles. We argue that EAP is both accessible to lower level learners, and that an institution’s unique context must be the driver of a curriculum, not a general book. In conclusion, we now have a robust and context-sensitive curriculum that can serve the needs of our present learners, but is flexible to grow and adapt as our learners’ needs and type of student change.

References

Ahmed, Anis & Mahrus, Aber A. (2010) Effectiveness of Pedagogical Tools: The Middle East, the United Kingdom, and the United States. Journal of Studies in International Education 2010 14: 289

Ananyeva, Maria (2013) A Learning Curriculum: Toward Student-Driven Pedagogy in the Context of Adult English for Academic Purposes, English for Specific Purposes, and Workplace English Programmes, TESOL International Association Journal, Vol 5, Issue 1

Benesch, Sarah (1996) Needs Analysis and Curriculum Development in EAP: An Example of a Critical Approach. TESOL Quarterly, Vol. 30, No. 4

Blooms 1956 taxonomy revised using technology as an example, taken from https://teachthought.com/wp-content/uploads/2013/07/Blooms_Digital_Taxonomy.jpg. Accessed on 8th March 2013

De Bono, Edward (2012) Edward de Bono’s Six Thinking Hats Tools for Parallel Thinking. Iowa: de Bono Thinking Systems

Chadraba, P., & O‘Keefe, R. (2007). Developing Graduate Marketing Programs for Economies in Transition. Journal of Marketing Education, 29, 218-223

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Published

01.09.2014

Issue

Section

Articles

How to Cite

Crawford, K., Frohnsdorff, M., Golmohamad, H., Goulani, L. B., Salm, A., & Xaelani, S. (2014). Using Competitive Games to Capture Student Interest and Increase Motivation in the Language Classroom. International Journal of Social Sciences & Educational Studies, 1(1), 20-29. https://ijsses.tiu.edu.iq/index.php/ijsses/article/view/481

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