Abstract:

One of the challenges of incorporating technologies into education is to ensure that they are associated with pedagogical practices that effectively foster learning. To this end and in a series of studies, Prebianca, Santos Júnior and Finardi (2014) originally proposed a matrix of evaluation of educational software for teaching / learning English as an additional language (L2) taking into account its ergonomic and pedagogical characteristics. Their instrument for software assessment was later improved and widely tested by Prebianca, Vieira and Finardi (2014); Finardi, Prebianca, Schmitt and Andrade (2014) and Finardi, Vieira and Schmitt (2016). Similarly, Porcine and Finardi (2015) proposed an evaluation matrix of Webquests for teaching / learning English (L2) based on socio-cultural theory and approaches to teaching languages through tasks and through the Content and Language Integrated Learning (CLIL) approach. Finardi (2015) proposed the adaptation of Massive Online Open Courses (MOOCs) for the teaching of diverse contents in an inverted CLIL approach and Tyler (2016) proposed a matrix of adaptability / use of MOOCs in English for non-native speakers of that language. What all these studies have in common is the desire to understand how technologies can be included / used in teaching and learning English (L2) in a critical and informed way. In order to contribute to this objective, this study elaborates and pilots a matrix for the evaluation of games for L2 teaching/learning.

Keywords:

Matrix for evaluation of games, L2 teaching-learning, games in L2.