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Description
Video games have been used as a learning tool for years, and researchers have been interested in how this medium can help with language learning. Several studied have investigated the effects of video games on learners’ language acquisition, most of which reported positive and promising results. However, the use of video games in a language teaching context in Vietnam has been under-researched. This study aimed to shed light on the perceptions of Vietnamese EFL pre-service teachers at a teacher education institution in Vietnam about using video games in language teaching. Quantitative survey method was employed to collect data for the current study. Descriptive analysis of survey data collected from 316 participants suggested that pre-service teachers in the current context believed in the potential benefits of video to language learning; and the most benefited aspect was students’ motivation and engagement. At the same time, these pre-service teachers also identified several challenges with video games integration; and the most significant issue appeared to be the problems with school policy and curriculum inflexibility. The participants also reported their tendency to utilize video games during a language lesson for various purposes. Findings from the study have important implications for teachers, educators, as well as policy makers in making use of this resource in language teaching.
