Ludic possibilities: exploring the affordances of games in additional languages education

Carlos Henrique Rodrigues Valadares

doi:10.1590/1983-3652.2026.61768

Autores/as

Carlos Henrique Rodrigues Valadares Universidade Federal de Minas Gerais, Faculdade de Letras, Belo Horizonte, MG, Brasil https://orcid.org/0000-0002-8999-6216

DOI:

https://doi.org/10.1590/1983-3652.2026.61768

Palabras clave:

Teacher education, Affordances, Digital game-based language learning, Ludic language pedagogy

Resumen

This study investigates the use of digital games in additional language learning, focusing on teachers’ perceptions of digital game affordances for additional language teaching. By conducting a five-week workshop on teaching with digital games, it sought to understand how teachers integrate digital games into their practices and analyze the teaching materials they created. Data comprised lesson plans, feedback forms, and narrative reports. The study identified four affordance categories: interact, listen and read, create, and perform tasks, along with ten subcategories. The research emphasizes the importance of teachers as mediators in using games for additional language teaching, and the recognition of teachers’ central role in leveraging digital technologies for effective learning.

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Biografía del autor/a

Carlos Henrique Rodrigues Valadares, Universidade Federal de Minas Gerais, Faculdade de Letras, Belo Horizonte, MG, Brasil

Doutorando e Mestre em Estudos Linguísticos pela UFMG, na área de Linguística Aplicada (Linguagem e Tecnologia). Desenvolve pesquisas sobre tecnologias digitais, inteligência artificial, jogos digitais no ensino de línguas e Ludic Language Pedagogy. Integra o Laboratório DELTA (Design, Educação Linguística e Tecnologias Digitais).

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