Iraqi EFL Teachers’ Attitudes toward Digital-game Enhanced Language Learning

Abstract

In the 21st century, many emergent technologies have entered the field of English language Teaching, and after being evolved, they have changed the learning and teaching process. However, for most educators, implementing these new technologies has been challenging, especially when digital-native learners entered the classrooms. These language learners are different from previous ones in that they prefer varied learning experiences, which contain engagement, challenge, motivation, and creativity. Since teachers tend to teach conventionally in the chalk-and-talk method, creating such a learning environment is not an easy task for them. To tackle this issue, games, especially digital games, were introduced to the field of language teaching, and two approaches, namely Gamification and Digital Game-Enhanced Language Learning (DGELL), have been used based on the teachers' goals of teaching. However, although digital games have been witnessed as a popular tool for leisure and education, their use in language teaching, especially in Iraq, remains low. This study was carried out to understand the attitudes of EFL teachers regarding DGELL. To reach these aims, an explanatory sequential mixed-method design was used as the method of study. The questionnaire for EFL teachers’ attitudes of DGELL (Hsu et al., 2013) was modified and administered. It was used to assess 208 Iraqi EFL teachers' perceptions of DGELL. For the qualitative phase, a semi-structured interview was utilized. Among 208 participants who had filled out both questionnaires, 9 were selected and interviewed. The findings revealed that most Iraqi EFL teachers have slightly positive perceptions toward using digital games in their classes. However, when it comes to the actual use of digital games in their classes, they declare that they do not possess enough pedagogical knowledge and competence to use digital games in teaching English. This study's findings may have several implications for stakeholders, educational game designers, workshop holders, and EFL teachers