Students’ Perceptions Towards the Use of Educational Games in Translation Classroom: An Analysis of 2P1M

Norhazlina Husin and Saliza Ismail
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Norhazlina Husin: Academy of Language Studies, Universiti Teknologi MARA, Shah Alam, Selangor, Malaysia
Saliza Ismail: Academy of Language Studies, Universiti Teknologi MARA, Shah Alam, Selangor, Malaysia

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 10, 736-748

Abstract: This study explores the integration of 2P1M, an online translation game, into a translation classroom to address the challenge of student disengagement and lack of motivation in learning English-Malay translation, specifically with compound words. The primary objective was to assess students’ perceptions of the game’s effectiveness in enhancing engagement, motivation, and learning outcomes. The research involved 19 students enrolled in a Translation Theory and Practice (Malay Language) course. A mixed-method approach was used, combining quantitative and qualitative data collection through a questionnaire adapted from Selvi and Çoşan (2018). The survey assessed students’ views on the game, focusing on its impact on participation, enjoyment, and learning retention. Findings indicated that 2P1M positively influenced student engagement, with 84% of respondents agreeing that the game encouraged active participation. Additionally, 89% of students reported that the game was enjoyable and effectively maintained their interest in translation tasks. The game also supported knowledge retention, with 79% of participants affirming its educational value. However, feedback mechanisms were identified as an area for improvement, as only 47% of students felt the game sufficiently helped them correct their mistakes. In conclusion, 2P1M proved to be an effective tool for enhancing motivation and learning in translation classrooms. To maximise its potential, the study recommends improving the feedback provided to students and enhancing the game’s design for a more comprehensive learning experience. These findings offer valuable insights for incorporating gamification in language education.

Date: 2024
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