Speaker
Description
Digital Game-based Learning (DGBL) has received increasing attention in English language education due to its potential to promote active learning and enhance student engagement. Despite this growing interest, English teaching in Vietnamese high schools continues to be predominantly teacher-centered and strongly driven by high-stakes examinations, which may limit the integration of innovative instructional approaches. Within this context, there remains a need to better understand teachers’ perspectives on the use of DGBL and its pedagogical value in engaging learners.
This qualitative case study investigates Vietnamese high school teachers’ perceptions of DGBL and its perceived impact on student engagement in English as a Foreign Language (EFL) classrooms. Data were collected through semi-structured interviews with eight EFL teachers working in public high schools. The interview data were analyzed thematically, drawing on Fredricks et al.’s (2004) multidimensional framework of student engagement, which conceptualizes engagement as comprising behavioral, emotional, and cognitive dimensions. The findings indicate that teachers generally view DGBL as a supportive and effective instructional tool, particularly for enhancing behavioral and emotional engagement. Notably, the use of digital games encouraged greater student participation, increased motivation, and fostered a more enjoyable classroom atmosphere, especially during practice and revision activities. Teachers also noted that DGBL helped reduce learner anxiety and promoted a more interactive learning environment. However, the study reveals several challenges that hinder the systematic implementation of DGBL. These include heavy exam pressure, limited instructional time, insufficient technological resources, and a lack of formal training in game-based pedagogy.
Accordingly, the study underscores the potential of DGBL to enrich English language teaching in Vietnamese high schools while highlighting the gap between its perceived benefits and practical implementation. The findings suggest that targeted teacher training and stronger institutional support are essential to facilitate the effective and sustainable integration of DGBL into exam-oriented educational contexts.
Keywords: Challenges, digital game-based learning, engagement, high school, teacher perceptions
Biography
I am currently an English teacher at a high school in a rural area of Vietnam, with more than twelve years of experience teaching English as a foreign language (EFL). Throughout my teaching career, I have been committed to exploring learner-centered approaches that enhance students’ motivation, confidence, and engagement in English learning, particularly in contexts where learners have limited opportunities to use English outside the classroom. Teaching in a rural setting has allowed me to better understand the challenges students face, including limited learning resources, low confidence in communication, and the dominance of traditional assessment practices. These experiences have motivated me to continuously adapt my teaching methods to create a more engaging and supportive learning environment. I have recently completed my Master’s degree in Linguistics and Methodology of English Language Teaching. My recent research explores Vietnamese EFL high school teachers’ perceptions of the impact of digital game-based learning (DGBL) on student engagement. I am particularly interested in how innovative teaching approaches and educational technologies can foster students’ behavioral, emotional, and cognitive engagement in EFL classrooms. In addition to teaching and research, I am passionate about developing communicative classroom activities and designing lessons that encourage creativity, collaboration, and learner autonomy. Through participating in this conference, I hope to exchange ideas with educators and researchers, gain new perspectives, and contribute to discussions on innovative practices in English language teaching.
| Affiliate type | Vietnamese public school |
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