Love Grammar: Student-driven Grammar Learning Games

By Cristina Poyatos Matas and Michelle Natolo.

Published by The Learning Collection

Format	Price
Article: Print	$US10.00
Article: Electronic	$US5.00

The words “grammar learning” and “boring” are often, unfortunately, associated. Traditional grammar teaching and learning fails to engage students in active and lifelong learning. There is a need for learner-centred approaches that help students learn grammar in a second language or foreign language classroom in a more engaging and enjoyable way. Grammar learning games represent a particularly promising addition to the grammar teacher’s arsenal. Little is known about how student-driven grammar learning games can be used in the class, however, this paper provides an account of a classroom based study, giving an early insight based on a research study that explored the impact that the use of a game-based grammar learning approach had on the grammar learning experience of tertiary students learning Spanish in Australia.

Keywords:	Grammar Pedagogy, Game-based Learning, Language Learning, Spanish, Australia

The International Journal of Learning, Volume 17, Issue 10, pp.371-382. Article: Print (Spiral Bound). Article: Electronic (PDF File; 673.085KB).

Dr. Cristina Poyatos Matas

Senior Lecturer, School of Languages and Linguistics, Griffith University, Brisbane, Queensland, Australia

Cristina is a senior lecturer and PhD studies program coordinator in the School of Languages and Linguistics at Griffith University, as well as a member of the Griffith Institute of Educational Research. Her interest in teaching innovations is internationally recognised. Her research is in the areas of second language teaching pedagogies, multicultural education, ethnolinguistics, student centred assessment, research supervision and academic wellbeing.

Michelle Natolo

Research Student, School of Languages and Linguistics, Griffith University, Brisbane, Queensland, Australia

Michelle completed her Honours thesis in the area of grammar learning pedagogy, and she is currently undertaking doctoral studies at Griffith University, Australia.

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