Research on gamified language learning often involves the use of digital games. Little is known about the use of non-technology games in promoting language learning despite their accessibility. This paper aims to fill in this lacuna by providing insights into international students’ engagement in non-technology gamified English language learning in the context of a Lithuanian university. The research, which used a case study approach as its methodology, involved a total of 30 international students at a Lithuanian university together with their two instructors. They were observed for two weeks, and then interviewed by the researchers. An inductive thematic analysis approach proposed by Braun and Clark was used to analyse the data. The findings revealed that the students’ engagement with the non-technology gamified lessons have impacted them positively as they believe that they have improved English language proficiency and better mastery of the 21-st century learning skills. However, the participants raised several issues related to cultural sensitivity and blurred learning outcomes. This study concluded that non-technology games serve as a useful tool in promoting language learning in the 21st century if it is carefully designed to attract learners’ interests and at the same to time meet the learning outcomes. This study is hoped to encourage practitioners to experiment with non-technology gamified lessons and provide guidelines for them in conducting effective non-technology gamified lessons.
gamified language learning, Lithuanian, fun learning, qualitative, collaborative learning
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Recommended APA Citation
Annamalai, N., Kabilan, M., Ab Rashid, R., Oleskevicience, G. V., & Vaičiūnienė, V. (2021). English Language Learning Through Non-Technology Games: A Case Study of International Students at a Lithuanian University. The Qualitative Report, 26(10), 3261-3278. https://doi.org/10.46743/2160-3715/2021.4986