Professional Documents
Culture Documents
CHAPTER 1
Rationale
Games have existed for many years. The history of video games goes as far as
back as the early 1950s and conquered its incessant popularity in the 1970s and 1980s
until at the present. With the emergence of digital technology and convergence of new
media, gaming has enabled as a social practice and become a common place on
different devices such as game consoles and computers that allows a vast range of
contents, such as mobile user-generated content and mobile gaming. Along with these
is the explosion of new mobile devices and smart phones, in which gaming has become
more handy and practical. The upsurge of new mobile devices has created a new
standard for gaming which provides users an array of mobile games to select from.
or mental abilities. E-games are marketed in various formats, such as hand-held one-
player models, cartridges or compact discs that are inserted in modules attached to
graphics. Elements that are involve in e-games such as realistic imagery, convincing
storylines, game play systems and simulation of social interactivity among gamers
enable them to involve in learning and acquiring various knowledge and at the same
In the Philippines, e-games are being widely recognized and exploited among
people of different ages, including students and children. Some of the e-games that
have dominated the gaming scene include DOTA2, Mobile Legends, Counter-Strike,
and COC. The popularity of these games commonly lies in PC gaming or LAN gaming,
which is extensive among students who spend time in internet cafes and computer
shops. However, the constant engagement of students on e-games also allows them to
have opposition among individuals, leading to insult often used to intimidate the
opponents, or the so-called “trash talk”. In connection to that, accounts of the language
acquisition process also come from cognitive or psychological perspectives, which view
Recent studies worldwide (Briody, et al, 2011) have recognized that students
actively play e-games and have benefits to them in learning English. In line with this,
Second Language Acquisition and Second Language Learning, given that the gamer
approaches the language in real context. Gaming also facilitates the interaction
between gamers and the games being played. Some games also allowed (or even
require) interaction among multiple players, allowing an extensive use of the target
negative emotional factors (Albini, et al, 2013). Other games, multi-player games for
inferred that e-games can provide input to challenge the gamer to advance in the game
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and consequently develop language acquisition, since it is essential element for this
motivation but help them improve their English listening and speaking skills. Within the
The target respondents of this study include students from Calbayog City
National High School. The researchers determined the effects of playing games to their
language proficiency. Over the past three consecutive years, Calbayog City National
High School showed its performance on the English subject, based on the results of the
National Achievement Test (NAT). In the year 2014-2015, the NAT results showed a
mean percentage score (MPS) of 41.45. In the year 2013-2014, NAT resulted a 61.39
MPS. Whereas in the year 2012-2013, NAT resulted an MPS of 67.29. Based on these
results, CCNHS showed a decrease in its performance in the NAT results for the
acquisition and proficiency are worthy of further investigation. Thus, this study aimed to
determine the impact of playing e-games on the language proficiency of STE Students
in Calbayog City National High School, associating them to the constant exposure to E-
games and the ways and methods they adopt in language through these.
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Theoretical Framework
Video games have been very popular for several decades; the Entertainment
Software Association (2008) reported that 65 percent of all Americans play video
games. Some research conducted in the field of computer and video games has shown
that a type of gaming does in fact help to improve students’ language abilities.
education, allows teachers to solidify the connection between learning that occurs inside
the classroom with that which occurs outside the school environment.
games. Piirainen-Marsh and Tainio (2009) studied small groups of players interacting
with (i.e., repeating, analyzing, and using language from) a console roleplaying game,
development among players in massively multiplayer online games, and Zheng, Young,
Brewer and Wagner (2009) found that language learners’ attitude and self-efficacy
towards their second language improved through the use of tools to communicate with
Katsuko Kuwada The Effect of Interactivity with a Music Video Game Language
Learning & Technology 75 game-like virtual world. These studies have high ecological
validity and pedagogical and practical significance, but they did not investigate how a
Theories of different well known authorities which are relevant to the researcher’s
study will serve as guide to distinguish the effect of e-games on linguistic proficiency of
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STE students. These theories may somehow support this study to be more relevant,
The main theory present in this study is the Theory of Experiential Learning of
David A. Kohlb is based on ideals of active and reflective learning through the personal
involvement of the learner which is their experiences itself. It is deeply rooted in works
of John Dewey, Kurt Lewin, Jean Piaget and Vygotsky who argue that human beings
generate knowledge and meaning from their own experience. Knowledge is actively
constructed by learners, but not passively received from the environment that surrounds
them or from their teachers. Experiential learning explores the cyclical pattern of
further experience. Experiential learning encourages personal input, initiative, and self-
elements of reflection, support, and transfer are added to the basic experience,
Another theory which supports the main theory is Theory of Second Language
Acquisition was formed by Stephen Krashen who was an expert in the field of
theory, there are two independent systems of second language performance: ‘the
acquired system’ and ‘the learned system’. The ‘acquired system’ or ‘acquisition’ is the
product of a subconscious process very similar to the process children undergo when
they acquire their first language. It requires meaningful interaction in the target language
– natural communication – in which speakers are concentrated not in the form of their
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utterances, but in the communicative act. The ‘learned system’ or ‘learning’ is the
conscious knowledge ‘about’ the language, for example knowledge of grammar rules.
video games seem to be a medium with various features that can support the language
acquisition process (deHaan, 2005). Cognitive load theory (Paas et al., 2003) and
research seems to suggest that physical interactivity will increase mental effort
(Pellouchoud et al., 1999) and hinder noticing and vocabulary acquisition (Brett, 2001;
deHaan, 2005).
The third theory utilized in this study is the Cognitive load theory (Paas et al.,
2003) provides a framework for understanding the effect of interactivity on the language
learning process. Since human cognitive architecture consists of a limited short-term (or
working) memory (Baddeley, 1992; Miller, 1956), and a game’s complex elements (e.g.,
music and subtitles) can create an unalterable high demand on working memory
Plass and Jones (2005) also presented an interactionist and cognitivist model of
acquisition model and Mayer’s (2001) cognitive theory of multimedia. Plass and Jones
reviewed examples and studies of second language instructional multimedia that assist
language learning: (a) glosses: text and/or images that provide additional information for
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unknown lexical items (e.g., Chun & Plass, 1996; Laufer & Hill, 2000) and (b)
language students watch a video with subtitles, they are required only to attend to input,
and their cognitive resources may not be so taxed as while playing a video game.
Players of a video game in their second language must perform additional playful and
spontaneous tasks (dependent on the specific game genre, for example, pressing a
button in time with music, such as the game used in this study) while simultaneously
Reinders (2012) sees a link between the development of gameplaying skills and
language with lexicon and grammar being a part of declarative and procedural memory.
This viewpoint is also shared by Hulten, Laaksonen, Vihla, Laine and Salmelin (2010)
who claim that acquiring new words and successfully maintaining this new vocabulary
involves the memory system. Thus we can draw the conclusion that there are various
Yip and Kwan (2006) have also looked at some educational games in their study.
They argue that vocabulary learning is often seen as tedious by learners. Learning
because it only consists of memorizing unfamiliar words and spelling. Thus learners find
games with regard to vocabulary learning various studies were considered. In one
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experimental study on the usefulness of computer games. The students were divided
into two groups, where one of the groups learned some vocabulary through two
selected game websites, while the other group learned the same vocabulary through
ordinary lessons. The students of both groups had to conduct a pre-test and a post-test.
The results of the tests indicated that the group that learnt vocabulary through computer
games outperformed the group who had learnt through ordinary lessons.
The following theories, models, studies and evidences offer a more detailed look
how people can acquire second language through interaction, experiential learning and
on how video games or electronic games can affect one’s language proficiency. Upon
gathering the data, we can entail that language learning benefits could be attained
through gaming but that the contexts within which these games are used need to be
monitored and supervised by individuals. These data gathered will serve as the basis
for the representation of the focus of this study, which is e-games on language
Conceptual Framework
Profile of the
Respondents
Proposed
a. Sex
b. Age Training
c. Grade Level Designed to
d. Types of Effects of E-games to Students’ Integrate E-
Electronic Language Proficiency through English
Games that Proficiency Test
games as Vehicle
they play in Teaching
English
Extent of use of
playing E-games Language
Figure 1. The focus of this study was undertaken by the following conceptual
framework shown above. It is composed of three parts. The first box contains the profile
of the respondents including sex, age, the grade level of the STE students and type of
games they usually play. It also includes the extent of use of the students in playing
games. In the second box, this includes the effects of E-games to students’ language
proficiency through a language proficiency test. The third box includes the output of the
This study aimed to determine the impact of playing Electronic Games to the
language proficiency of the STE Students of Calbayog City National High School.
1.1 Sex;
1.2 Age;
2. What is the extent of use of the students who play Electronic Games?
4. Is there a significant relationship between the profile of the respondents and their
language proficiency?
Statement of Hypothesis
respondents.
Statement of Assumption
respondents.
2. There a significant relationship between the profile of the respondents and their
language proficiency.
This study was conducted by the researchers for them to determine if E-games
really do help the students’ language proficiency and learning. The targeted subjects of
this study were the STE students who are most likely to be inclined at playing electronic
games that are commonly played here in Calbayog City such as the Clash of Clans or
The study focused on finding out if there is an effect to the gamers’ language
proficiency by playing the said games and on how the respondents apply their language
The researchers aimed to fulfill the study within the locality of Calbayog City
National High School with the STE students as the accentuated respondents of the
research. Also, the researchers intended to finish the research study within seven to
eight months, from July to February during 1st and 2nd semester of academic year 2017-
2018.
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The goal of the study was to measure the usefulness of the Electronic Games in
the language proficiency of the STE students. Interest in learning through Electronic
Games has intensified in recent years, and researchers and teachers have been keen
which continuously shape the country’s future. In this study, the DepEd is benefited for it
will gain wisdom as to how E-games affect the proficiency of language among its
learners. The findings of this study will serve as basis as to what programs could be
implemented for the betterment of the learners’ and the country’s future.
appropriate to help the students further improve their language proficiency and
academic performance.
Teachers. The findings of this study will help them generate a more effective and
efficient teaching strategy. The results would serve as foundation for the betterment of
Parents. They will gain awareness as to how e-games can affect their children’s
language proficiency and they will be provided with better understanding about the pros
and cons that electronic games bring to the lives of their children.
Students. This study will be beneficial to the subjects to let them know the possible
This will also help them to better understand if playing electronic games really is
Researchers. This refers to the students conducting the study. They will find self-
fulfillment in this study. This study will help them to get information and use the gathered
Definition of Terms
reference among the researchers and readers, the following terms were defined
Age. A period of human life measured by years from birth, usually marked by a certain
and capacity. In this study, the term is one of the predictors for the profile of the
term plays a great role in the study as it is the main subject that will be encountered by
the researchers.
Grade Level. A step or stage in a course or process and a single division of the school
classified according to the age or progress of the pupils. In this study, the term signified
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as one of the predictors for the profile of the respondents to determine its effect to their
language proficiency.
proficient. In this study, it refers to the language test given to the respondents to
Sex. Is the state of being male or female (Merriam Webster, 2017). In this study, the
term was denoted as one of the predictors for the profile of the respondents to
CHAPTER 2
This chapter presents a review and summary of literature and studies related to E-
Games and Language Proficiency. The researchers have gone through intensive
readings of materials downloaded through the internet which has a great significance to
Related Literature
McFarlane. Computer games are today an important part of most children’s leisure lives
researchers, teachers and designers of learning resources are beginning to ask how
this powerful new medium might be used to support children’s learning. Rather than
shutting the door of the school against the computer game, there is now increasing
interest in asking whether computer games might be offering a powerful new resource
to support learning in the information age. Games can be viewed as being authentic
situations, which are closer to real life situations than those experienced in a school
some authors state that games can increase problem resolution capacities and critical
thinking (Steinkuehler, 2004; Williamson, 2009), Squire (2002) believes that there is not
sufficient evidence to suggest that students are able to transfer abilities learned in the
gaming environment to solve real life problems. This is due to the fact that the problems
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choice thus; they do not need any type of exterior power that would entice them to
This review is intended as a timely introduction to current thinking about the role
and useful to our study in ways where in it highlights the increasing interest in
pleasurable learning through collaboration that games seem to offer. At the same time,
the review takes a measured tone in acknowledging some of the obstacles and
challenges to using games within our current education system and within our current
models of learning. From this review, the researchers also found out that there are few
opposing studies made by past researchers who claims e-games to be irrelevant in the
learning acquisition of students who play. Yet, much research evidence contradicts this
arguing that children do enjoy learning when they have a sense of their own progression
portrayed in games and simulations promote productive gaming. This way, learning
well as the physical act of playing. Persuasive environments are produced. These are
collateral. In addition to this, Pivec (2009) affirms that games such as RPGs or real-time
simulations are highly motivational and promote an ideal scenario for cognitive
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actions.
The researchers believe that this review would be conducive in guiding the study
with regards to the language proficiency of students from playing electronic games.
This research investigates the potentials of the medium to support learning, the design
program and suggests models for how an educational system for the interactive age
might look. Likewise, the goal of the researchers is not only to know if e-games affects
the language proficiency of players but also to know if the students take interest in how
explanation which might include implicit learning in the psychological sense. Huckin and
Coady (1999) defined incidental vocabulary acquisition as learning new words through
or listening. According to this definition, learning takes place through multiple exposures
to a word in different contexts‟ Huckin and Coady (1999). Foreign language learners‟
mechanism for learning new words has generally been assumed to be much like small
children as they acquire the vocabulary of their L1 through picking up most of their new
words and expressions incidentally (Nation & Waring 1997). As a result, the best way of
the meanings of constituent morphemes and from contexts. In cases of not being able
to infer the meaning, students have often been supposed to simply tolerate the
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vagueness and wait for richer contexts to clarify the meaning for them. The non-
recurrence of an un-guessed word has simply meant that the word is too infrequent to
This study supports the flow and result of our investigation because it underpins
the idea that games stimulate students and provide them with opportunity to play an
active role in their own learning. According to this review, in order to acquire learning,
the students must also have some motivation to learn in what they play. This is in
retained by the memory of the player. As a result, the best way of improving vocabulary
constituent morphemes and from contents. For students who do not infer to know the
word meanings, they have been supposed to simply tolerate the vagueness and wait for
games, most often than not you’ll find people that will answer you with “DotA”, which is
the most popular game around the Metro as of the moment if not the entire country.
Warcraft III DotA (WC3 DotA). League of Legends (LoL). Heroes of Newerth (HoN).
DOTA 2. Dragon Nest. CABAL Online. Continent of the Ninth Seal (C9). Counter-Strike.
Mercenary Online. Point Blank. CrossFire. Special Force (SF). Left 4 Dead (L4D) are
some of the prominent games here in the Philippines. The popularity of PC gaming,
specifically MMO or LAN gaming, is evident. Almost every school is surrounded by net
cafes where you’ll find groups of high school or college students screaming at the top of
their lungs in mid-game. Planning for the next game night is also a norm between co-
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workers during break time. There are also a number of local competitions held every
year catering mostly to PC games. Basically, the trend in the Philippines lies in PC
games, much like the gaming culture in Korea. The reason that Filipinos would go out to
a net cafe and play with friends is because it’s accessible anywhere at any time, not to
mention that it’s much more affordable than buying a console. It’s easy entertainment.
Playing games in net cafés has been so popular these past few years that some even
have dividers to separate the gamers from everyone else. Even without a net café in
sight, all you really need is a PC. Sure the net connection is not the best here in the
Philippines, but it’s decent enough for people to still keep on playing. Even if every
Filipino gamer had the resources to get a console, most would only go so far as to buy
That means games that are common and popular like the MGS series, NBA
2k13, not to mention the usual FPS games. Of course there are several Filipino gamers
who would love to get out of their comfort zones and play something new like Mass
Effect, Catherine or Yakuza, but again, these games are too pricey for the majority, that
or too experimental for their taste, which is why they lean towards the comforts of PC
gaming. Another plus worth mentioning is that generally Filipino gamers love playing
with a friend, which is why MMO or LAN games are such a hit. Filipinos love playing
with other Filipinos. Filipino gamers call out to each other, even in non-Asian servers,
and find instant connection and team up, even just temporarily. Of course, there’s no
doubt that there are Filipinos that love to play solo, but you can never discount the fact
that Filipinos would always want to play as a group and rarely by themselves. If ever
they’re going to play a game like NBA 2k13, they’d be scheduling the night between
friends.
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substantiated data as to what types of games are mostly played by players here in the
Philippines. This only shows how Filipinos are very interactive when it comes to playing
electronic games and that they've managed to spend long hours on playing games.
Also, they have contributed to the domination of the use and entertainment brought by
the popularity of those ever growing and engaging PC and mobile games. From this
review, the researchers are able to know the most enjoyed games played by the main
in education, allows teachers to solidify the connection between learning that occurs
inside the classroom with that which occurs outside the school environment. This view
Paul Gee (2007) recognizes that there are language learning benefits for students who
critique that this field as a semiotic domain has attracted. According to Gee (2007) a
semiotic domain is “An area or set of activities where people think, act and value in
certain ways - an area like video gaming” (Gee, 2007, p. 19). An example of such a
semiotic domain is a first person shooter game as it contains a certain type of content.
platform where people are behaving, acting and valuing according to how one is
Based from this review, the researchers found that there are processes involved
the use of traditional learning practices. This includes the concept of neurological
gaming. The concept of language learning has been defined by Lightbown and Spada
Learning is more than the acquisition of the ability to think; it is the acquisition of many
From a neuroscientific perspective, areas responsible for language learning in the brain
learning.
Gee (2007) argues that the skills gained through playing these interactive games
include skills such as active learning, critical thinking and problem solving. According to
Psychology, these are skills we acquire through highly complex processes that occur in
the brain, the human’s most important physical organ (Passer, Smith, Holt, Bremner,
Sutherland and Vliek, 2009). Passer et al., (2009) claim that although one cannot single
out one specific area of the brain where learning takes place, it is possible to identify
which parts of the brain are most heavily activated for example during the performance
of a reasoning task. Gaming also elicits complex neurological processes in the brain
According to this study of Gee 2007, the age range of gaming is extended. Not
only is it played and evident among teenagers but also to adult ones. This researcher
claims that video games are actually popular amongst people of different ages. From
this claim, the researchers believe that people all over the world engage in gameplay.
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The study also conducted data gathering process through which the researchers found
that the responses of the learners that participated in the study indicated that about 68%
of the respondents preferred the use of interactive games in the websites for vocabulary
worldwide are crazy about video game play (VGP). Some parents even encourage it
with the belief that it can increase their children’s dexterity and could even improve their
IQ. We now have robust scientific data indicating this impression to be erroneous.
Although some scientific studies suggest that VGP may improve certain types of visual
agility skills, negative effects of VGP outweigh them, with unfavorable effects on verbal
engaging in VGP have demonstrated by sophisticated imaging studies that the release
addiction. The high level of dopamine makes one experience pleasure. Repeated
the brain cells in key areas like the prefrontal cortex—the area of the brain involved in
planning and executing tasks—to crave and go after the substance or behavior causing
the release of dopamine. The end result is being “addicted” to the source of pleasure,
and in our children’s case—addiction to video games. Some scientists describe the
effect of video games as “hijacking the pleasure center,” which is the same reward
circuit in the brain involved with motivation and memory. Since an addictive behavior
like VGP stimulates the same circuit, this part becomes “hijacked and overloaded,”
unfavorably affecting the child’s memory, learning and motivation to acquire other
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knowledge and skills. Hence, for many children, they may prefer playing their video
games than doing their school assignments or reviewing for their exams.
From this review, the researchers reported that the more hour spent on video
gaming, the stronger the association with lower IQ, and subtle changes on brain areas
with researches on the effects of video gameplay on children's and even adult's brains,
our study, this claims seems to be opposing to our expected findings and result as the
researchers are eager to know the positive effects of video games to students who play.
This study gives scientific data indicating the researchers study to be erroneous.
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Related Studies
games in second language acquisition; however, few studies have investigated the
video game on foreign language learning and learners’ perceptions toward this game.
Twenty-two college students in Taiwan were asked to play an English adventure game
BONE. One group was allowed to take notes while playing and the other group was not.
The results indicated that both groups picked up some new words after playing
the adventure game, but there was no significant difference between the two groups’
post-gaming performances.
for foreign language learning, another study was conducted to explore 35 college
students’ perceptions toward this adventure game. The results showed that students
considered the game helpful in improving their language skills and motivation. Students
also reported they enjoyed playing the game because of the intriguing game design.
The findings in this study suggest that adventure video games such as BONE can
provide useful input to help college students enhance their English listening, reading,
video game on foreign language and learner’s perceptions toward this game. This is
useful to our study about E-Games on language acquisition because it state that
specific game can help improve the English listening, reading, vocabulary skills and
learning motivation of a student. It proves that in playing e-games you can gain new
games in language learning and teaching elementary students. The researchers found
out that elementary students reported learning new vocabulary, some of which was
general and some of which was specific to the game. Secondly, one of them had
noticed different sentence structures, and thirdly, both of them had practiced their
reading skills through skimming through the text without having to know every word.
Fourthly, in addition to game vocabulary, they had learned some game literacy in
getting to know a different type of a game. These main results did not differ greatly from
other case studies discussed, and other metacognitive skills were not visible in the
present study.
learning and teaching, more research should be done on many possible topics. Some
different lengths or traditional teaching supported with games, with more or less teacher
guidance and involvement. In general, more studies testing learning goals and their
results through game-based teaching could be done. All these study topics have nearly
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endless variations, as the age and number of the participants, the emphasis on
independent or social gaming and the game itself, with or without modifications, can
always be varied.
A study conducted by psychologist, Mark Griffiths, found that Video games, and
Blue helps players acquire foreign vocabulary from rudimentary to more complex
examples. He also included that playing the video game helps in being able to facilitate
directions, answering questions, and having a discussion topic with visual aides to
Zheng (2006) reported a case study of two Chinese students working for 10
weeks with two American students in Quest Atlantis. Analyzing chat logs, she reported
that the Chinese students picked up grammar, usage, and vocabulary from chatting
through a variety of interactions, including native speakers (a) finishing the sentences of
nonnative speakers, (b) explicitly correcting grammar, and (c) providing feedback in
other forms such as continuers and confirmations. Leveraging video games to teach
language in varying forms may be the most effective use of educational computer
gaming to date. In addition to multiple studies indicating how video games can be useful
viewed more favorably than other teaching methodologies, thus making it not only
from other academic subjects in the video gaming literature. Din and Calao (2001), for
example, found that kindergartners’ language skills (in the form of reading) increased for
standard reading curriculum, whereas math skills did not seem to improve with the
implementation of gaming in the curriculum. Even though the same manipulation and
educational video games were utilized for both skill sets, overarching language skills
important to note that the educational games were not worse than a standard teaching
curriculum for mathematics in this sample; they simply were not preferable and did not
CHAPTER 3
Research Methodology
This chapter presents the methods and procedures of this research study. It
presents the research design, locale and time of the study, respondents of the study
Research Design
determine the relationship of two or more variables to give an indication of how one
In this study, the profile of the respondents such as age, sex, grade level, type of e-
games they engage in and the extent of use they spend in playing e-games were
difference between the scores of the ones who play electronic games and relate the
Research Respondents
The respondents of this study focused mainly on the students under STE
Program of Calbayog City National High School. The researchers had chosen students
who are associated to playing e-games to classify how their profile and frequency of
usage affect their language proficiency in English language through taking an English
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Proficiency Test, which is the purpose of this study. Only ten (10) selected STE
students from each section and grade level will be involved in the conduct of this study.
PUNONGBAYAN 10 12.5%
GRADE 10
PADOLINA 10 12.5%
ZAMORA 10 12.5%
GRADE 9
ZARA 10 12.5%
ALCARAZ 10 12.5%
GRADE 7
ALCALA 10 12.5%
TOTAL 80 100%
this study. Among the target population of 80 students, the researchers randomly picked
10 students from each section under STE program. The researchers had chosen those
who are engaged in playing e-games to address specific purposes related to the
research questions. Each student was chosen to answer a particular set of questions in
the English Language Proficiency Test and will identify how their profile and the
Research Environment
The setting of the study was the Calbayog City National High School (CCNHS)-
Calbayog City. Calbayog City National High School is one of the secondary schools in
the Division of Calbayog City that offers seven (7) programs namely Regular Basic
Program in the Arts (SPA), Special Education (SPED), Open High and Senior High
Program. From the Calbayog Sacred Heart Plaza, in front of the Sts. Peter and Paul’s
The researchers chose this location as their research study site because this is
more convenient to them as CCNHS’ students. They were able to get easy access for
the communication letters and letter of approvals from the principal, school faculties and
respondents. Moreover, they were able to save money and time because they no longer
Research Instrumentation
questionnaire. The impact of playing e-games on the students’ language proficiency can
be determined from the indicators such as profile of the respondents (name, age,
gender, type of electronic games that they play and their frequency of exposure to such
games).
The respondents of the study were given the questionnaires and were asked to
choose their response based on the answers specified. A language proficiency test was
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utilized by the researchers. The test contained three parts, the vocabulary, grammar,
This instrument was essential to the conduct of this study as it ensured the
Validation of Instrument
Using test questionnaires, the researchers looked for accuracy and validity of the
items found in the said instruments. It was given to the research adviser for a thorough
examination and to go through expert validity where the questions on the test
questionnaires were checked. After few revisions, the research instrument was ready
Research Procedure
The following procedures were observed by the researchers in the conduct of the
study. First, the researchers identified a research title and study which is “E-games on
Language Proficiency of STE Students in Calbayog City National High School.” After
identifying the research study, the researchers asked permission from the research
adviser to conduct a survey and had been approved by the school principal. Upon
approval, the data were gathered through a test questionnaire prepared and reproduced
researchers to the selected respondents in Calbayog City National High School. After
expressions of gratitude were extended to those who supported and cooperated in the
data gathering. After which, data gathered were tallied, tabulated, analyzed and
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interpreted based on the purpose of the study with the guidance of the statistician.
Finally, the researchers formulated the conclusions of the study and determined the
The data of this study was captured through a test questionnaire. The
The researchers prepared the test questionnaire and reproduced it to the desired
distributed to the selected STE students of Calbayog City National High School.
After the gathering of data, the researchers correlated the test questionnaires.
Responses from the test questionnaires were tallied and tabulated by the researchers
themselves.
The information and data gathered from the questionnaire were tabulated and
1. To determine the profile of the respondents in terms of age, sex and grade level a
2. To determine the extent of the use of E-games of the students, weighted mean was
used.
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3. To determine the significant difference between the scores of the respondents in the
language proficiency test, a one sample T-test was used. This treatment was used
4. To determine the significant relationship between the profile of the respondents and
their scores in the language proficiency test, a multiple regression analysis was
used. The treatment was used because the researchers wanted to predict the value
of the independent variable which was the language proficiency test scores based
CHAPTER 4
This chapter focuses on the presentation, interpretation and analysis of the data
respondents, 54 of the respondents are males comprising the 67% of the total
population while 26 of them are female covering up the remaining 37%. This implies
that males are more engaged and fond of playing e-games than those female.
Table 3 shows the profile of the respondents in terms of their age. The age of the
them are 12 years old, 10 (13%) are 13 years old, 21 (26%) of them are 14 years old,
20 (25%) are 15 years old and 13 (16%) of them are 16 years old. In here, we can imply
that more students, age 14 years old, play e-games frequently than those who are 15-
16 years old and 12-13 years old. It can be observed that those who are in their middle
age in high school spend more time in playing various types of games.
Table 4 shows the profile of the respondents in terms of their grade level. The
respondents are divided evenly into 20 students per grade level. There are 2 sections
every grade level, therefore, 10 students who play E-games had been chosen in each
section. Each grade level then composes every quarter of the total population.
Table 5. Profile of the respondents in terms of the type of e-games they engage in
Table 5 shows the profile of the respondents in terms of the type of e-games they
engage in. The selected e-games that the respondents commonly engage in are Clash
of Clans, DOTA, Mobile Legends, and Counter Strike. Forty-one (41) of the respondents
| 36
play DOTA, 40 of them play Counter Strike, 33 play Clash of Clans, and the remaining
25 of them play Mobile Legends. This implies that DOTA ranks first as the most-played
e-game among the STE students, followed by Counter Strike, Clash of Clans, and
Weighted
Indicators Description
Mean
Legend:
4.20 – 5.00 Strongly Agree (SA)
3.40 – 4.19 Agree (A)
2.60 – 3.39 Undecided (U)
1.80 – 2.59 Disagree (D)
1.00- 1.79 Strongly Disagree (SD)
| 37
Table 6 shows the extent of the use of E-games of the Respondents. From the
findings above, table 6 cited eight (8) indicators. These were generally rated as
weighted means. Ranked first was: I play E-games 1-2 hours per day (4.60); ranked
second was: I play E-games 3-4 hours per day (4.20); ranked third was: I don’t sleep
without playing E-games (4.1); this was followed by: I skip meals because of playing E-
games (3.85); I don’t attend classes because of playing E-games (3.60); next was: I
could not live without E-games (3.5); then: I play E-games 5-6 hours per day (3.45); and
This implies that the respondents consider E-games as a big part of their daily
life. They tend to forget to do things that are much more important because of being too
engaged in playing such. However, since it can be observed that the respondents does
not really spend more than 6 hours of their day into playing e-games, they still have a lot
One-Sample Statistics
Std. Std. Error
N Mean Deviation Mean
T-Score
80 38.563 5.1110 .5714
| 38
One-Sample Test
Test Value = 0
95% Confidence Interval of
Sig. (2- Mean the Difference
T df tailed) Difference Lower Upper
T-
Score 67.484 79 .000 38.5625 37.425 39.700
Table 7 shows the significant difference between the language proficiency of the
respondents. T-test for one sample was used for the significant difference on the
value of t = 6.484 and p-value of 0 which is lower than the 0.05 margin error level. The
null hypothesis is therefore rejected which means that the language proficiency of the
Table 8. Significant relationship between the profile of the respondents and their
language proficiency
Model Summary
Std. Error of
Mode R Adjusted R the
l R Square Square Estimate
1 .474a .224 .194 4.5896
a. Predictors: (Constant), Extent of Use of E-games,
Age, Sex
ANOVAa
Sum of
Model Squares df Mean Square F Sig.
1 Regression 462.808 3 154.269 7.324 .000b
Residual 1600.879 76 21.064
Total 2063.688 79
Coefficientsa
a. Dependent Variable: T-Score
b. Predictors: (Constant), Extent of Use of E-games, Age, Sex
| 39
Standardize
Unstandardized d
Coefficients Coefficients
Model B Std. Error Beta t Sig.
1 (Constant) 11.580 6.421 1.803 .075
Age .938 .387 .247 2.421 .018
Sex .811 1.120 .074 .724 .471
Extent of Use of E-
3.560 .975 .371 3.653 .000
games
a. Dependent Variable: T-Score
Table 8 shows the significant relationship between the profile of the respondents
between the respondents’ language proficiency and various potential predictors i.e. age,
sex, test and extent of use of E-games. Result of the analysis from the table of model
summary above showed an R-square value of 0.224 which means that 22.4 percent of
variance in the respondents' language proficiency could be explained by age, sex and
0.00 which is less than the 0.05 significance level. The null hypothesis therefore is
rejected which means age, sex and their extent of usage of E-games significantly
Beta coefficients show that age (β = 0.938, p <0.05) and extent of use of e-
respondents having significant values of .018 and .000 respectively which are less than
the 0.05 margin of error level. While Sex (β = 0.811, p> 0.05) did not significantly predict
the language proficiency of the respondents having a significant value of 0.471. The
| 40
positive relationship of age and the extent of use of e-games with the respondents’
language proficiency show a positive effect to their proficiency in the English language.
It could be implied that the older a person gets, the more proficient he becomes in using
the English language. It could also be implied that the more frequently a person
engages in playing e-games, the more adept he becomes in utilizing the English
language.
| 41
Chapter 5
Summary of Findings
and 26 (33%) are female. The age of the respondents ranges between 12 to 16
years old. 16 of them are 12 years old, 10 are 13 years old, 21 are 14 years old,
20 are 15 years old and the remaining 13 are 16 years old. In terms of the
respondents’ grade level, they are divided evenly into 20 students per grade
level. Each grade level has 2 sections and 10 students from each section who
play e-games were chosen as respondents. Subsequently, the e-game that the
respondents commonly play ranked from most to least played with their
corresponding number of players was: DOTA (41), Counter Strike (40), Clash of
2. Extent of use of the students who play e-games. The eight (8) indicators were
ranked from highest to lowest with their corresponding weighted means, ranked
first was: I play E-games 1-2 hours per day (4.60); ranked second was: I play E-
games 3-4 hours per day (4.20); ranked third was: I don’t sleep without playing
E-games (4.1); this was followed by: I skip meals because of playing E-games
(3.85); I don’t attend classes because of playing E-games (3.60); next was: I
could not live without E-games (3.5); then: I play E-games 5-6 hours per day
(3.45); and lastly: I play E-games more than 7 hours a day (1.60).
| 42
T-test for one sample, the result of the analysis showed a t-computed value of t =
6.484 and p-value of 0 which is lower than the 0.05 margin error level.
4. Significant relationship between the profile of the respondents and their language
proficiency. The various potential predictors used in the study such as age, sex
related and that they affect the language proficiency of the respondents. The
positive relationship of age and the extent of use of e-games with the
Conclusions
1. The majority of the respondents were males. Most of the students who play e-
games ages 14 years old. Twenty students per grade level were chosen as the
respondents of this study. DOTA is the most played e-game among the
respondents.
2. Respondents are too engaged in playing E-games and consider such as a big
part of their daily lives. However, they still have a lot of time to study and do
4. The older a person gets the more proficient he becomes in using the English
language. Also, the more frequently a person engages in playing e-games, the
and helping them incorporate the use of ICT and e-games to lesson plans,
students can further improve their language proficiency and enjoy learning at the
same time.
| 44
Recommendations
Based from the findings and conclusions drawn from the study, the researchers
3. Teachers should know how to play certain e-games so that they are able to
students.
| 45
CHAPTER 6
ENGLISH TEACHING
Rationale
Based from the findings of this study, the researchers found out that electronic
games have a significant relationship to the extent of their use of E-games and their
profiles. In addition, based on the analysis of data, the researchers found out that
students who engage in electronic games are more proficient in using the English
Language.
As such, this study made by researcher does not only aim to determine the effect
of electronic games to the language proficiency of the students but also provide a way
to further improve the teaching ways of English teachers by integrating ICT and
electronic games and also help students further enjoy learning. This is through training
English teachers and helping them efficiently and effectively incorporate the use of
Finally, this research study encourages STE students to not only treat electronic
games a merely a medium for satisfying their desires but also treat it as a new found
TO ENGLISH TEACHING
April 10-12
PROGRAM MATRIX
7:00 - 8:00
Registration Registration Registration
AM
8:00 – 9:00
Opening Program Recap Recap
AM
Session 1: Introducing
the idea of integrating Session 3: Lecture
ICT in teaching -Additional pieces of
Presentation of
9:00 - 11:00 -Experts will be information about
Outputs/OPEN
AM introducing the basic effective ICT teaching
FORUM
pieces of information will be given to the
about ICT and Electronic teachers
Games to the teachers.
Prepared By:
SHS Student
Noted:
Research Adviser
Approved:
Principal 1
| 48
PARTICIPANTS:
1. English Teachers
Resource Speakers/Facilitators
References
Kirriemuir, J., McFarlane, A. (2007). Digital Video Games and Second Language
publishing.com/catalog/details//store/ru/book/978-3-659-97698-8/digital-video-
games-and-second-language-acquisition
Retrievedfrom:
http://www.academia.edu/4003944/Second_language_acquisition_via_video_ga
mes_in_children
https://link.springer.com/chapter
/10.1007/978-3-642-23456-9_31
http://irep.ntu.ac.uk/id/eprint/15272/1/187769_5405%20Griffiths%20Publisher.pdf
Al-jifri, A., Elyas, T. (2015). The Impact of Video Games in the Acquisition of English
http://jflet.com/jflet/index.php/jflet/article/view/46
Frederik, C., Steven, T., Piet, D. (2012) Digital games for language learning: challenges
/891210055841e4ec9ae0810242b1414e/1?pq-origsite=gscholar&cbl=43616
| 50
Squire, K. (2011). Video Games and Learning: Teaching and Participatory Culture in the
from: https://eric.ed.gov/?id=ED523599
Mitchell, A., Savill-Smith, C. (2008). The use of computer and video games for learning.
Friederici, AD. (Oct 2011). The brain basis of language processing: from structure to
doi.org:10.1152/physrev.00006.2011
http://sea.ign.com/feature/60304/overview-gaming-in-the-philippines
Regier, T. (Nov 2005). The emergence of words: attentional learning in form and
https://www.omicsonline.org/open-access/attentional-learning-in-form-and-
meaning-2161-0487-1000191.php?aid=58693
Siang Ang, C., Zaphiris, P. (2008). Computer Games and Language Learning.
Retrieved from:
https://www.researchgate.net/publication/259482091_Computer_Games_and_La
nguage_Learning
https://www.researchgate.net/publication/307885568_
| 51
http://www.acsd.org/article/the-effect-of-videogames-on-student-achievement/
Castillo, R. (2016). Video games adversely affect children’s brains. Retrieved from:
http://business.inquirer.net/206733/video-games-adversely-affect-childrens-
brains
Retrievedfrom:https://jyx.jyu.fi/dspace/bitstream/handle/123456789/38299/URN%
3ANBN%3Afi%3Ajyu-201208182168.pdf
| 52
Department of Education
Region VIII
Sir:
Good day.
The researchers from STEM 12-B of Calbayog City National High School is
conducting a research entitled “E-games on STE Students’ Language Proficiency” as
one of the requirements in the subject practical Research II.
In view hereof, we would like to ask permission from your good office to gather
data from our identified respondents in school. Rest assured then, that the gathered
data will be kept with utmost confidentiality.
Sincerely yours,
The Researchers
Noted:
Research Adviser
Approved:
Principal 1
| 53
PART I (GRAMMAR I)
c. Less
d. Little
9. Each of the Olympics athletes _________ for months, even years.
a. Have been training
b. Were training
c. Has been training
d. Been training
10. Angel _________ never late for work.
a. Am
b. Are
c. Were
d. Is
11. The company will upgrade ________ computer information systems next month.
a. There
b. Their
c. It’s
d. Its
12. Geraldine likes apples, ________ she does not like oranges.
a. So
b. For
c. But
d. Or
13. You were _________ the New York office before 2 p.m.
a. Suppose call
b. Supposed to call
c. Supposed calling
d. Supposed call
14. When I graduate from college next June, I ________ a student here for five
years.
a. Will have been
b. Have been
c. Has been
d. Will have
15. Mrs. Gelera ________ rather not invest that money in the stock market.
a. Has to
b. Could
c. Would
d. Must
| 56
Instruction: Encircle the letter of the word that is not used appropriately in the
sentence.
4. Mr. Feinauer does not take critical of his work very well.
A B C D
13. Francis Angelo will spend his vacation either in Singapore nor the Bahamas.
A B C D
| 57
14. I told the salesman that I was not interesting in buying the latest model.
A B C D
15. Frederick used work for a multinational corporation when he lived in Malaysia.
A B C D
a. Angel
b. Across
c. Accept
d. Almost
8. We were ________ friends in that strange but magical country.
a. Upon
b. Among
c. Toward
d. In addition to
9. The hurricane caused ________ damage to the city.
a. Extend
b. Extended
c. Extensive
d. Extension
10. Many cultures have special ceremonies to celebrate a person’s _________ of
passage into adulthood.
a. Right
b. Rite
c. Writ
d. Write
Instruction: Read the selection and answer the questions that follow. Encircle the letter
of the best answer.
Leave Interstate 25 at exit 7S. Follow that road (Elm Street) for two miles. After
one mile, you will pass a small shopping center on your left. At the next set of traffic
lights, turn right onto Maple Drive. Erik’s house is the third house on your left. It’s
number 33, and it’s white with green trim.
c. Exit 7S
d. A green house
Please be prepared to give your presentation on the monthly sales figures at our
upcoming staff meeting. In addition to the accurate accounting of expenditures for the
monthly sales, be ready to discuss possible reasons for fluctuations as well as possible
trends in future customer spending.
Spend ten romantic days enjoying the lush countryside of southern England. The
countries of Devon, Dorset, Hampshire, and Essex invite you to enjoy their castles and
coastline, their charming bed and breakfast inns, their museums and their cathedrals.
Spend lazy days watching the clouds drift by or spend active days hiking the glorious
hills. These fields were home to Thomas Hardy, and the ports launched ships that
shaped world history. Bed and breakfasts abound, ranging from quiet farmhouses to
lofty castles. Our tour begins August 15. Call or fax us today for more information 1-800-
222-XXX. Enrolment is limited, so please call soon.
a. 10
b. An unlimited number
c. 2-8
d. A limited number
7. What can we infer about this area of Southern England?
a. The region has lots of vegetation.
b. The coasts often has harsh weather.
c. The sun is hot and the air is dry.
d. The land is flat.
Anna Szewcyzk, perhaps the most popular broadcaster in the news media today,
won the 1998 broadcasting award. She got her start in journalism as an editor at the
Hollsville County Times in Missouri. When the newspaper went out of business, a
colleague persuaded her to enter the field of broadcasting. She moved to Oregon to
begin a master’s degree in broadcast journalism at Atlas University. Following
graduation, she was able to begin her career as a local newscaster with WPSU-TV in
Seattle, Washington, and rapidly advanced to national television. Noted for her quick wit
and trenchant commentary, her name has since become synonymous with Good Day,
America! Accepting the award at the National Convention of Broadcast Journalism held
in Chicago, Ms. Szewcyzk remarked, “I am so honored by this award that I’m at a total
loss for words!” Who would ever believe it?
PERSONAL INFORMATION
Age: 17
Gender: Female
Citizenship: Filipino
EDUCATIONAL BACKGROUND
Secondary Level:
Elementary Level:
(2006-2012)
Affiliations:
PERSONAL INFORMATION
Age: 18
Gender: Male
Citizenship: Filipino
EDUCATIONAL BACKGROUND
Secondary Level:
(2012-2016)
(2016-2018)
Elementary Level:
(2006-2012)
PERSONAL INFORMATION
Age: 18
Gender: Male
Citizenship: Filipino
EDUCATIONAL BACKGROUND
Secondary Level:
(2012-2016)
(2016-2018)
Elementary Level:
(2006-2012)
PERSONAL INFORMATION
Age: 18
Gender: Male
Citizenship: Filipino
EDUCATIONAL BACKGROUND
Secondary Level:
(2012-2016)
(2016-2018)
Elementary Level:
(2006-2012)
PERSONAL INFORMATION
Age: 17
Gender: Female
Citizenship: Filipino
EDUCATIONAL BACKGROUND
Secondary Level:
(2012-2016)
(2016-2018)
Elementary Level:
(2006-2012)
PERSONAL INFORMATION
Age: 18
Gender: Female
Citizenship: Filipino
EDUCATIONAL BACKGROUND
Secondary Level:
(2012-2016)
(2016-2018)
Elementary Level:
(2006-2012)
PERSONAL INFORMATION
Age: 17
Gender: Male
Citizenship: Filipino
EDUCATIONAL BACKGROUND
Secondary Level:
Elementary Level:
Affiliation:
PERSONAL INFORMATION
Age: 18
Gender: Female
Citizenship: Filipino
EDUCATIONAL BACKGROUND
Secondary Level:
Elementary Level:
Affiliation:
PERSONAL INFORMATION
Age: 18
Gender: Male
Citizenship: Filipino
EDUCATIONAL BACKGROUND
Secondary Level:
(2012-2016)
(2016-2018)
Elementary Level:
(2006-2012)