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Teacher experiences and perceptions of using game-based tools to assess English language proficiency
Dissertation (MEd (Assessment and Quality Assurance))--University of Pretoria, 2023.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2024
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| _version_ | 1867613702656622592 |
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| access_status_str | Open Access |
| author2 | Combrinck, Celeste |
| author_browse | Combrinck, Celeste |
| author_facet | Combrinck, Celeste |
| collection | Thesis |
| dc_rights_str_mv | © 2023 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd (Assessment and Quality Assurance))--University of Pretoria, 2023. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/94625 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:40:20.984Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2024 |
| publishDateRange | 2024 |
| publishDateSort | 2024 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/94625 Teacher experiences and perceptions of using game-based tools to assess English language proficiency Combrinck, Celeste maseko.thando10@gmail.com Van Staden, Surette Maseko, Thandeka Thando Ivy Game-based learning assessment Formative assessment English language learning Assessment and quality assurance Board games UCTD Sustainable development goals (SDGs) SDG-04: Quality education Education theses SDG-04 SDG-08: Decent work and economic growth Education theses SDG-08 SDG-09: Industry, innovation and infrastructure Education theses SDG-09 Dissertation (MEd (Assessment and Quality Assurance))--University of Pretoria, 2023. Many approaches are available to enhance learning English and to aid learners in acquiring the necessary language skills. One of the approaches gaining popularity in teaching and learning English is game-based learning. South African learners attending urban township schools face many challenges in attaining the necessary level of English language skills that will ensure that they perform well throughout their primary, high school and tertiary education. The current study explored English teachers’ experiences with using games as tools to assess high school learners from an urban township school and a rural school. The Cultural-Historical Activity Theory (CHAT), which is inspired by the work of Barrett-Tatum (2015) was used as the framework for the current study. A qualitative research approach was used within a case study design. For the current study, purposive sampling was employed to select teachers who were using games-based assessment. In total, four teachers from two schools participated. Semi-structured interviews, classroom observations, and field notes were used as data collection strategies to triangulate the findings. The study’s results revealed that game-based learning can improve the extent to which learners acquire English language skills, provided that it is properly integrated into the curriculum. Although some evidence was provided that the use of game-based learning can assist teachers in formatively assessing learners’ English language acquisition skills, it cannot be regarded as conclusive. Further research into the role of games-based assessment is needed. Science, Mathematics and Technology Education MEd (Assessment and Quality Assurance) Unrestricted Faculty of Education SDG-04: Quality Education 2024-02-14T15:20:20Z 2024-02-14T15:20:20Z 2024-04 2023-10 Dissertation * A2024 http://hdl.handle.net/2263/94625 10.25403/UPresearchdata.25219112 en © 2023 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | Game-based learning assessment Formative assessment English language learning Assessment and quality assurance Board games UCTD Sustainable development goals (SDGs) SDG-04: Quality education Education theses SDG-04 SDG-08: Decent work and economic growth Education theses SDG-08 SDG-09: Industry, innovation and infrastructure Education theses SDG-09 Teacher experiences and perceptions of using game-based tools to assess English language proficiency |
| title | Teacher experiences and perceptions of using game-based tools to assess English language proficiency |
| title_full | Teacher experiences and perceptions of using game-based tools to assess English language proficiency |
| title_fullStr | Teacher experiences and perceptions of using game-based tools to assess English language proficiency |
| title_full_unstemmed | Teacher experiences and perceptions of using game-based tools to assess English language proficiency |
| title_short | Teacher experiences and perceptions of using game-based tools to assess English language proficiency |
| title_sort | teacher experiences and perceptions of using game based tools to assess english language proficiency |
| topic | Game-based learning assessment Formative assessment English language learning Assessment and quality assurance Board games UCTD Sustainable development goals (SDGs) SDG-04: Quality education Education theses SDG-04 SDG-08: Decent work and economic growth Education theses SDG-08 SDG-09: Industry, innovation and infrastructure Education theses SDG-09 |
| url | http://hdl.handle.net/2263/94625 |