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En studie i elevers själv-rapporterade talängslan genom spelbaserat lärande

Year: 2026
Type: dissertation
Study design: Clinical Trial
Abstract: Current research shows how elementary school learners can experience fear and occasionally foreign language anxiety when speaking English in class. Additional studies present that game-based learning can create a learning environment which allows anxious or nervous pupils to increase their oral interactions. However, studies containing both game-based learning and foreign language anxiety are limited and seemingly none have been conducted in a Swedish elementary school classroom. The aim of this study is to explore if game-based learning can be a supportive structure for Swedish year 4 learners who experience anxiety and fear when speaking English. An analog game, ‘Go Fish’, was implemented in a year 4 English lesson with the intention to encourage communication among the learners. The participating pupils were interviewed before and after the lesson regarding their reported anxiety-levels while speaking English, these interviews are the primary sources of the study. In order to supplement the pre- and post-interviews, the teacher was interviewed and the lesson was observed. Results from the collected data shows that all but one participant experienced anxiety or fear when speaking English out loud. A majority reportedly felt more comfortable speaking English when playing an analog game. This study’s theoretical background suggests that the learners’ reported foreign language anxiety decreased because of the scaffolding elements of game-based learning. These elements include social interaction, turn-taking, working in groups and playing a cooperative game. This implies that analog games could be a supportive structure for most year 4 learners. However, challenges such as sample size and a short timeframe were taken into consideration.
Language: English
Open Access status: green
OpenAlex ID: W7160370452
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