Beyond the Classroom: Integrating Video Games as Extracurricular English Activities

Abstract

This study delves into EFL instructors’ perceptions of integrating video games as extracurricular activities. Combining quantitative and qualitative data collection methods, a mixed method was employed. The data were collected through a questionnaire and semi-structured interviews. 147 EFL instructors who work at universities in Turkey took part in the quantitative phase of the study, and 10 instructors volunteered to participate in the interview sessions. The quantitative data were analysed via SPSS 23, and for the qualitative data analysis MAXQDA software program was utilised. The results revealed that EFL instructors have generally positive perceptions of integrating video games as extracurricular activities, with a minority actively using them in their teaching. Moreover, there was a consensus that video games could be more effective when utilized as extracurricular tools rather than main instructional tools. Notable concerns expressed by the participants included time limitations, a busy curriculum, and a lack of knowledge about video games. Despite these concerns, it was found that the EFL instructors are willing to use video games in their teaching practices and learn more about them. These findings point out the importance of targeted professional development programs for the effective integration of video games into language teaching as extracurricular activities.

Keywords

• video games
• instructors’ perceptions
• extracurricular activities
• higher education