Digital gaming environments offer a solution to many of the challenges of giving L2 pragmatic feedback by offering scaffolded, just-in-time, meaningful, and individualized feedback (e.g., Sykes, 2009; Sykes, Reinhardt, & Thorne, 2010). The limited work in this area specifically examines different types of multiuser virtual environments such as synthetic immersive environments and massively multiplayer online games. In order to expand this discussion, we analyze four feedback sources in a place-based mobile game – Mentira (Holden & Sykes, 2011). Utilizing examples drawn from a collection of gameplay data, exit interviews, and in-class participation, we use a design-based research perspective to explore feedback sources related to place-based mobile games. Specifically, we address game feedback, environmental feedback, peer feedback, and instructor feedback as valuable resources for L2 pragmatic development. Implications for both the design and use of feedback in place-based mobile games for L2 pragmatic development are discussed in light of their future application to other learning contexts.
2023. Exploring the Potential of Augmented Reality in English Language Learning: Designing an Interactive Pronunciation Training App. In HCI International 2023 Posters [Communications in Computer and Information Science, 1834], ► pp. 288 ff.
Taguchi, Naoko & Daniel H. Dixon
2023. Game-Informed Approach to Teaching Request-Making in English. CALICO Journal 40:2 ► pp. 153 ff.
Tang, Xiaofei
2023. Digital Games and Pragmatics Learning. In The Encyclopedia of Applied Linguistics, ► pp. 1 ff.
González-Lloret, Marta
2022. Technology-mediated tasks for the development of L2 pragmatics. Language Teaching Research 26:2 ► pp. 173 ff.
Sánchez-Hernández, Ariadna & Júlia Barón
2022. Teaching second language pragmatics in the current era of globalization: An introduction. Language Teaching Research 26:2 ► pp. 163 ff.
Bardovi-Harlig, Kathleen & Yucel Yilmaz
2021. Corrective Feedback in Instructional Pragmatics. In The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching, ► pp. 429 ff.
Rahaman, Hafizur, Michelle Johnston & Erik Champion
2021. Audio-augmented arboreality: wildflowers and language. Digital Creativity 32:1 ► pp. 22 ff.
Collentine, Karina
2020. The Acquisition of Pragmatically Appropriate Requests by Second Language Learners of Spanish Using an Input-Based Virtual Environment. In Technology and the Psychology of Second Language Learners and Users [New Language Learning and Teaching Environments, ], ► pp. 35 ff.
Sykes, Julie & Marta González-Lloret
2020. Exploring the Interface of Interlanguage (L2) Pragmatics and Digital Spaces. CALICO Journal 37:1
Tang, Xiaofei & Naoko Taguchi
2020. Designing and Using a Scenario-Based Digital Game to Teach Chinese Formulaic Expressions. CALICO Journal 37:1
Alemi, Minoo & Shirin Bahramipour
2019. An innovative approach of incorporating a humanoid robot into teaching EFL learners with intellectual disabilities. Asian-Pacific Journal of Second and Foreign Language Education 4:1
Knight, Stephanie W.P., Lindsay Marean & Julie M. Sykes
2019. Gaming and Informal Language Learning. In The Handbook of Informal Language Learning, ► pp. 101 ff.
2019. Pedagogic Principles in Digital Pragmatics Learning Materials: Learner Experiences and Perceptions. ETS Research Report Series 2019:1 ► pp. 1 ff.
Blyth, Carl
2018. Immersive technologies and language learning. Foreign Language Annals 51:1 ► pp. 225 ff.
Statti, Aubrey & Kelly M. Torres
2018. Second or Foreign Language Learning With Augmented Reality. In Augmented Reality for Enhanced Learning Environments [Advances in Computer and Electrical Engineering, ], ► pp. 193 ff.
Statti, Aubrey & Kelly M. Torres
2020. Second or Foreign Language Learning With Augmented Reality. In Language Learning and Literacy, ► pp. 933 ff.
Sydorenko, Tetyana, Phoebe Daurio & Steven L. Thorne
2018. Refining pragmatically-appropriate oral communication via computer-simulated conversations. Computer Assisted Language Learning 31:1-2 ► pp. 157 ff.
Taguchi, Naoko
2018. Contexts and pragmatics learning: Problems and opportunities of the study abroad research. Language Teaching 51:1 ► pp. 124 ff.
TAGUCHI, NAOKO
2021. Learning and Teaching Pragmatics in the Globalized World: Introduction to the Special Issue. The Modern Language Journal 105:3 ► pp. 615 ff.
Taguchi, Naoko
2024. Technology-enhanced language learning and pragmatics: Insights from digital game-based pragmatics instruction. Language Teaching 57:1 ► pp. 57 ff.
Alemi, Minoo, Ali Meghdari & Nafiseh Sadat Haeri
2017. Young EFL Learners’ Attitude Towards RALL: An Observational Study Focusing on Motivation, Anxiety, and Interaction. In Social Robotics [Lecture Notes in Computer Science, 10652], ► pp. 252 ff.
Sykes, Julie M.
2017. Technologies for Teaching and Learning Intercultural Competence and Interlanguage Pragmatics. In The Handbook of Technology and Second Language Teaching and Learning, ► pp. 118 ff.
Taguchi, Naoko, Qiong Li & Xiaofei Tang
2017. Learning Chinese Formulaic Expressions in a Scenario‐Based Interactive Environment. Foreign Language Annals 50:4 ► pp. 641 ff.
Si, Mei
2015. A Virtual Space for Children to Meet and Practice Chinese. International Journal of Artificial Intelligence in Education 25:2 ► pp. 271 ff.
This list is based on CrossRef data as of 20 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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