Crier dans l'espace kenyan : Le jeu Spaceteam ESL peut-il améliorer la fluidité de la lecture orale en anglais des apprenants d'une L2 ?

Auteurs-es

  • Walcir Cardoso Concordia University
  • David Waddington Concordia University
  • Anne-Marie Sénécal Concordia University
  • Enos Kiforo Aga Khan Academy
  • Linah Anyango Merishaw School
  • Dickson K. Karanja Sacred Heart High School

DOI :

https://doi.org/10.21432/cjlt27964

Mots-clés :

spaceteam ESL, jeu numérique, fluidité de la lecture orale, lecture rapide

Résumé

Cette étude a examiné les effets de Spaceteam ESL, un jeu numérique de cris, sur le développement de la fluidité de la lecture orale (FLO) chez 71 étudiants d'anglais langue seconde (ALS) dans trois écoles primaires et secondaires à Mombasa, au Kenya. Suivant une approche mixte pour la collecte et l'analyse des données, nous avons pré-testé et post-testé les participants sur leur capacité à lire à haute voix de manière efficace (vitesse) et précise (exactitude) dans trois tâches : (1) des phrases extraites du jeu ; (2) des phrases sans rapport au jeu ; et (3) une courte anecdote. Les résultats des tests t d'échantillons appariés ont révélé que, comme prévu, les participants qui ont joué à Spaceteam ESL ont amélioré leur FLO sur des mesures de la vitesse dans toutes les tâches, possiblement en raison de la nature rapide du jeu. Cependant, aucune différence significative n'a été observée en termes de précision en raison d'un effet plafond. Les participants avaient déjà maîtrisé les subtilités des règles de concordance entre les lettres et les sons de l'orthographe anglaise. Dans l'ensemble, ces résultats corroborent notre hypothèse selon laquelle certaines des possibilités offertes par Spaceteam ESL (par exemple, la priorité accordée à la lecture rapide, les opportunités multiples et variées pour la pratique) pourraient contribuer au développement de certains aspects de la fluidité de la lecture orale.

Bibliographies de l'auteur-e

Walcir Cardoso, Concordia University

Walcir Cardoso is a Professor of Applied Linguistics at Concordia University. He conducts research on the second language (L2) acquisition of phonology, morphosyntax and vocabulary, and the effects of computer technology (e.g., clickers, games, text-to-speech synthesizers, automatic speech recognition, intelligent personal assistants) on L2 learning.

David Waddington, Concordia University

David Waddington is a Professor of Education at Concordia University & Centre for the Study of Learning and Performance. His current research foci include teacher free speech, video games and citizenship, philosophical questions in science and technology education, and the history and philosophy of progressive education (esp. John Dewey).

Anne-Marie Sénécal, Concordia University

Anne-Marie Sénécal is a graduate student of Applied Linguistics at Concordia University & Centre for the Study of Learning and Performance. Her research interests include the pedagogical use of clickers, educational games, and speech technologies (TTS, ASR) in L2 education. She also teaches ESL at a College in Montréal (Canada).

Enos Kiforo, Aga Khan Academy

Enos Kiforo, B.Ed., MA in Education, is the coordinator and research specialist for the Learning toolkit project (a digital literacy and numeracy programme for early childhood education) in schools in Kenya under the Centre for the Study of Learning and Performance (Concordia University), and the Aga Khan Academy (Mombasa, Kenya).

Linah Anyango, Merishaw School

Linah Anyango is the Head of Pedagogy and Teacher Professional Development at Merishaw School (Nairobi, Kenya). She has coached over 500 teachers on ICT integration and has been a Microsoft Trainer and Expert since 2018. In 2020, she made it to the Top 50 Finalist for the Global Teacher Prize.

Dickson K. Karanja, Sacred Heart High School

Dickson Karanja, B.Ed. in Education and Economics and is a Microsoft Certified Educator and Innovator Educator Expert, and Founder of #OneTeacherOneLesson. He oversees ICT resources at the Sacred Heart High School (Mombasa, Kenya) where he currently teaches. In 2020, he won the Bett MEA global award on innovation in teaching and learning.

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Publié-e

2022-05-02

Numéro

Vol. 47 No. 3 (2021): Automne

Rubrique

Articles

Licence

© Walcir Cardoso, David Waddington, Anne-Marie Sénécal, Enos Kiforo, Linah Anyango, Dickson K. Karanja 2022

Licence Creative Commons

Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale 4.0 International.

Droits d’auteur

Les auteurs conservent le droit d'auteur et accordent le droit de la première publication de la revue avec le travail simultanément sous une licence Creative Commons Attribution - Pas d’Utilisation Commerciale 4.0 International (CC-BY-NC 4.0) qui permet aux autres de partager le travail avec une reconnaissance de la paternité de l'œuvre et la publication initiale dans ce journal.