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As a smart-phone game can be utilized as a learning tool in order to accumulate language information outside the classroom, this case study explored a game combined learning environment to promote EFL undergraduates’ self-regulated learning (SRL) behaviors such as self-monitoring or self-study by drawing interests about the target language into a virtual space. In particular, its objective was to analyze the effect of lexical-chunk game-based learning (LCGBL) using a digital game Catch It-English on the EFL learners’ self-regulation and language performance. While the EFL learners (n = 37) regularly participated in game-play with peers, they could experience collaborative learning through the exchange of question-cards asking about the arrangement of lexical chunks for sentence formulation and self-review their outcomes. Then, in class, they were encouraged to build upon their spoken and written outputs using the instructor’s multi-word scaffolding resources. With quantitative and qualitative analyses, the results through multiple-regression analysis revealed that learners’ efficacy and motivation were the key components for activating SRL among psychological aspects through LCGBL. Above all, this learning model may be an empirical prototype to improve language proficiency by integrating the advantages of lexical-chunks into off-class game activities and in-class learning. |
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