Kanafeh is not a traditional Saudi dish yet it is one of the most popular desserts in Saudi Arabia and particularly around Ramadan. Like most favoured Saudi desserts, it is quite sweet and contains ample portions of sugar and melted butter. However this treat will indeed melt in the mouth and is delicious. If you click on the link I highlighted it will take you to a web page with a typical recipe for kanafeh. Kanafeh is widely available in all bakeries and grocery stores but it is also such a special treat that Saudi women will take great pride in making this dessert from scratch in their own homes. It is a middle-eastern dessert consisting of a base layer made of cheese mixed with milk/semolina (or cream) with a crispy layer of dried noodles with a slightly orange-ish colour and is often topped off with some syrup.
W. Michael Reed, New York University, Radford University
Katsuko Kuwada, Tohoku University
- Jonathan deHaan is an Associate Professor in the Faculty of International Relations at the University of Shizuoka. He earned his Ph.D. in Educational Communication and Technology from New York University. His research focuses on second language learning and teaching with games and simulations.
- W. Michael Reed was a retired professor of Educational Communication and Technology at New York University and the IRB/IACUC Administrator for Radford University in Virginia. His research interests spanned over a 25-year period and focused on educational computing, problem-solving, meta-cognition, and composing processes.
- Katsuko Kuwada is a doctoral student in the International Cultural Studies program at Tohoku University. She investigates language and culture; her current research compares the use of first-person subjects in Japanese and English based on different cultural backgrounds.
Summary of the article:
A-The aims of the research:
Video game has attracted the attention of many people respectively in regard with learning a second language. Thus; the aim of the research is mainly conducted to investigate the effectiveness of the interactivity of video game on the second language learners would assist learners of second language increase their language proficiency or rather be as an obstacle in the improvement of learners of the target language. What is more, the research also aims to examine whether the players and watchers of the video game can remember the vocabulary learnt from the video game.
B-The methodology:
The methodology of the research used the quantitative approach, where participants have to undertake vocabulary tests, prior knowledge tests, and comprehension tests to recall what they have learnt from the video game. The sample of the research is to play and/or watch a video game (Parappa the Rapper2, it is an authentic English Language designed for the commercial North American video game market), about fast food restaurant with various ingredients and cooking.
There are several procedures that participants have to take: 1- participants need to be paired according to their language and video game proficiencies, 2- then the pairs are instructed to ( one pair plays the video game and the another one watches) the video game and learn the words of the rap, 3- they are allowed to play the game in an allocated time of 20 minutes and they may repeat the game up to 5 times, 4- after they are done with the video game, they are required to take a vocabulary written recall tests, and an opinion questionnaire. Then two weeks later, they would be taken the same vocabulary written recall tests.
C-The subject/sample:
A total number of eighty (80) undergraduate Japanese students, from the faculty of computer science. Sixty five (65) males and fifteen (15) females, between the age of eighteen (18) to twenty four (24). Majority of the participants had been exposed to formal English education between six (6) and eleven (11) years. The data collected were analyzed by using the paired sample T-test technique.
D-The finding of the research:
The findings of the research is that both players and watchers of the video game recalled vocabulary from the game, however; the players recall less vocabulary than the watchers because it was difficult for them to concentrate on both the game and the language at the same time whereas it is not really difficult for the watchers to pay full attention to the game as they do not have to physically interact with the game.
For players, the use of physical interactivity will almost certainly increase their mental effort and therefore; it hinders noticing and vocabulary acquisition. Moreover, the interactivity was somehow not conducive for players to learning and thus; it distracted their attention from the vocabulary and made it difficult for them to remember the vocabulary. For watchers, they found the game very useful as it helps in improving their listening and reading skills and they seemed more interested to use the game to study English.
Reaction:
Undoubtedly, the research has attracted my attention because it touched on a very interesting and useful way of teaching a second language via video game which is in fact neglected in the place where I come from. Indeed, the research was well conducted as it was mainly focused on how video game effects the interactivity of a second language learners on vocabulary recall. Nevertheless; the result of the research was not really amusing to the researchers because those who directly involved in the video game did not benefit much from it but rather the watchers could recall a significant amount of vocabulary and found it useful in improving their listening and reading skills.
With regard to Malaysian context, I do not have much knowledge on how the education system is implemented in schools but through my observation of a couple of schools and the input I have from my friends who did their practicum, I can say that generally,the use of technology in teaching a second language is nowhere found in schools. I believe that the use of technology is implemented in certain schools.
This is actually a sad fact. I always wonder why do not we make use of the technology in teaching a foreign language since it is in our hands. Are we not capable enough to think creatively and make learners enjoy learning the foreign language. I personally did my practicum in a school that is fully equipped with the best technology in which each class is equipped with Smart Board and internet but the sad fact is that most of the English teachers do not make use of it as if it is something difficult for them to do. I could see the bored face of the students. Most of the teacher practice the traditional approach of teaching which is nowadays considered boring and dull.
In a nutshell, the integration of technology and second language will almost certainly create a huge difference in the style of teaching and learning. Students will develop big interests and be more motivated in learning the second language because most of the students nowadays like to interact with technology and by involving it with teaching, I believe the level of intellectuality and proficiency in the foreign language will be observed positively.
Well, as far as learning a second language via computer is concerned, I think this software is very much helpful. It assists teachers with interesting ways to teach the target language. I personally never expected to learn such interesting and fun way of teaching English through the use of Hot Potatoes. In fact, after being introduced to this software, an idea developed in my mind to make use of it. I will almost certainly master this software and learn more on how to make my exercises of (JMatch, JCloze, JMix) more attractive and interesting for my future students. I believe that my students will love and enjoy doing their exercises.
