Simulation/Gaming in the EAP Writing Class: Benefits and Drawbacks

Tânia Gastão Saliés
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Tânia Gastão Saliés: Pontifícia Universidade Católica, do Rio de Janeiro

Simulation & Gaming, 2002, vol. 33, issue 3, 316-329

Abstract: This study describes an integrated use of simulation/gaming in an English for Academic Purposes class, analyzes its benefits and drawbacks, and suggests how the technique would apply to other specific contexts. To write an argumentative essay, international students brief and run a simulation on gun control. They respond to a poll, debate, watch a movie, write letters to editors of local newspapers, read, and play bingo. They also debrief by discussing their performance and working with cartoons. Although the approach failed to provide enough accuracy to generate satisfactory organization and documentation, the level of motivation, metacognitive awareness, and topic authority point positively toward the technique. Student writers searched, organized, planned, and executed the knowledge they co-constructed. If there had been more time to debrief, other form-focused practice could have further improved the final results.

Keywords: academic writing; English for academic purposes (EAP); experiential-oriented learning; second language acquisition; second language teaching; writing pedagogy (search for similar items in EconPapers)
Date: 2002
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Persistent link: https://EconPapers.repec.org/RePEc:sae:simgam:v:33:y:2002:i:3:p:316-329

DOI: 10.1177/104687810203300306

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