Applying Edutainment Concept among Tourism
Management Students in Learning English Language
Zainab Mohd Zain, Noraini Ismail, Khairunnisa Abd Samad, Syahrina Hayati
Md Jani, Shareenie Shera Abdul Hami
To Link this Article: http://dx.doi.org/10.6007/IJARBSS/v12-i2/12871
DOI:10.6007/IJARBSS/v12-i2/12871
Received: 06 December 2021, Revised: 07 January 2022, Accepted: 24 January 2022
Published Online: 19 February 2022
In-Text Citation: (Zain et al., 2022)
To Cite this Article: Zain, Z. M., Ismail, N., Samad, K. A., Jani, S. H. M., & Hami, S. S. A. (2022). Applying
Edutainment Concept among Tourism Management Students in Learning English Language. International
Journal of Academic Research in Business and Social Sciences, 12(2), 266–275.
Copyright: © 2022 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute,
translate and create derivative works of this article (for both commercial and non0-commercial purposes), subject to full
attribution to the original publication and authors. The full terms of this license may be seen
at: http://creativecommons.org/licences/by/4.0/legalcode
Vol. 12, No. 2, 2022, Pg. 266 – 275
http://hrmars.com/index.php/pages/detail/IJARBSS
Full Terms & Conditions of access and use can be found at
http://hrmars.com/index.php/pages/detail/publication-ethics
266
JOURNAL HOMEPAGE
International Journal of Academic Research in Business and Social Sciences
Vol. 1 2 , No. 2, 2022, E-ISSN: 2 2 2 2 -6990 © 2022 HRMARS
Applying Edutainment Concept among Tourism
Management Students in Learning English
Language
Zainab Mohd Zain1, Noraini Ismail2, Khairunnisa Abd Samad3,
Syahrina Hayati Md Jani4, Shareenie Shera Abdul Hamid5
1Academy
of Language Studies / Centre for Islamic Philanthropy and Social Finance,
Universiti Teknologi MARA, Melaka Branch, 78000 Alor Gajah, Melaka, Malaysia, 2Academy
of Contemporary Islamic Studies, Universiti Teknologi MARA, Perlis Branch, 02600 Arau,
Perlis, 3,4Faculty of Business and Management / Centre for Islamic Philanthropy and Social
Finance, Universiti Teknologi MARA, Melaka Branch, 78000 Alor Gajah, Melaka, Malaysia,
5Faculty of Hotel and Management, Universiti Teknologi MARA, Melaka Branch,
78000 Alor Gajah, Melaka, Malaysia
Email: zainab500@uitm.edu.my
Abstract
Edutainment is a combination of video games, television shows, or other content that is both
informative and entertaining. Learning English language using edutainment concept is
essential in current situation. Since the market for higher tourism education in English (HTEE)
is highly competitive and increasingly global, introducing an English-language programme
exposes a school to increased competition as a cost of attracting a larger audience. By doing
this approach it hoped to improve and attract learners’ attention in learning language. This
paper is to examine the edutainment in the application of a language board game to foster
students' interest in English language learning in the classroom. The board game assisted the
students in overcoming their fears of learning English. It was found that when they
participated in the board game, they were less aware of using English because they were
absorbed in the games and having fun. Researchers would like to recommend that by
exploring this edutainment concept, it has grown in popularity the opportunity to verify the
educational validity of what happens in a typical classroom. To conclude, edutainment
concept not only can make the students have fun, but also can contribute to their English
language learning interest.
Keywords: Edutainment, Board Games, English Language, Student’s Interest
Introduction
This paper is focused on edutainment concept in learning English language among the
tourism student. This is important because these students need to communicate well in
English. This is because their performance in English classes is evaluated in their assessments.
But these students are non-native speaker of English. They need to have wide range of
267
International Journal of Academic Research in Business and Social Sciences
Vol. 1 2 , No. 2, 2022, E-ISSN: 2 2 2 2 -6990 © 2022 HRMARS
vocabulary in order to speak in the intended language which is English. Many of these
students were shy and reluctant to speak up in English language in the classrooms.
Particularly, special case for tourism student as tourism industry perceived to have
important contribution for the economic growth, as such, the need for the tourism student
being proficient in English communication. According to Hassan and Tik (2019), in their
research has found that, English language is very essential for employees when asking about
knowledge and needs of foreign tourists and most importantly is tourist offers should not be
turned down. In connection to language difficulties, the employees responded the ability to
decipher foreign accents of international visitors is most difficult to understand or
comprehend especially in English spoken environment.
Ramsa and Rawian (2019) revealed 49.5 percent of polytechnic graduates were
working after completing their diploma course, emphasizing the importance of conducting a
needs study (Graduates Tracer Study, Malaysia Higher Education Statistics, 2011: 118). Also,
Mantra et al (2020) showed that high language competence is needed by hospitality
employees to be able to work professionally. It is; however, most hospitality employees still
have problems in English.
This edutainment language board game is an activity held in a classroom to give them
a platform to practice their speaking skills, to give them a situation to answer questions given,
to evaluate other students or their team mates answers in a fun way. This is critical for the
tourism management students to practice their speaking skills using this edutainment
approach in their learning process. Hence, the need for some entertainment integrated in
the English education. So, Edutainment is a combination of one or more entertainment such
as video games, board games, cards, television or other educational and entertaining
programmes.
Games have been shown to have inherent motivational properties that allow them to
be used for improving educational applications (Garris et al., 2002; Gee, 2003). The use of
games for education is not a new area of research. The term “Edutainment” was coined in the
early 1990s and was adopted by academia and industry for games targeted to children. The
aim of edutainment not only to educate people but “to attract and hold the attention of the
learners by engaging their emotions through a computer monitor full of vividly coloured
animations” (Okan, 2003).
The term 'edutainment' is a combination of the words 'education' and
'entertainment.' In 1973, Robert Hayman was the first to use the concept ‘edutainment’ in
his report for the National Geographic Society. Edutainment is a term that describes exciting
television shows and computer applications that are mainly intended for educational
purposes. The educational purpose can be related to formal education in different school
institutes or to informal learning in different daily life contexts without systematically
organized education (Walldén & Soronen, 2004). The concept roots back to ancient rituals,
myths, fairy-tales and fables used to educate and entertain at the same time.
There are four components of language skills in learning English. Speaking is one of
the most effective language skills. Moreover, speaking, as one of the language skills learned
268
International Journal of Academic Research in Business and Social Sciences
Vol. 1 2 , No. 2, 2022, E-ISSN: 2 2 2 2 -6990 © 2022 HRMARS
in kindergarten, has been a major source of concern for students. Teachers and educators of
English should be able to come up with several ways to help students improve their skills,
particularly in speaking. Teachers typically devote a considerable amount of time to finding
an effective way to motivate students so that their speech performance improves
dramatically.
Literature Review
Edutainment
Edutainment is the practice of entertainment-based education (Sala, 2021) that relied
on resources, assignments, and activities in the classroom to make the teaching-learning
process enjoyable and engaging (Pojani & Rocco, 2020). It aims to promote learners’
motivation, personalize their learning experiences, and engage them in doing creative
individual-collaborative problem-solving and critical thinking activities. According to
Buckingham and Scanlon (2005), edutainment mostly relies on visual sources, narratives, and
game components. It can be either interactive for example having learners actively participate
in tasks or non-interactive which involving learners as spectators to learn and explore movies,
shows, podcasts, or websites (Walldén & Soronen, 2004). Technology assists teachers in
slowly becoming edutrainers by giving or offering user-friendly digital contents and virtual
platforms (Shadiev et al., 2018).
The advantage of playing the game offers the benefit in discussion on many aspects
of language. Games can considered on having benefit to improve grammar, speaking,
listening, and pronunciation, vocabulary, and many more. Many researchers have been
working on edutainment and game-based learning such as Asrifan (2021) that concludes that
the use of cat and mouse game can improves the students’ speaking ability. Where else Wang
and Hang (2021) stated that their research found that using a digital game-based language
learning mobile app improved the difficulty, accuracy, and fluency of English language
learners in China's monologic oral development with varying results.
On the other hand, Lin et al (2021) in their research found that (1) the incorporation
of AR into the health education board game had a huge impact on the reception and (2) the
incorporation of AR into the health education board game had a positive impact on learning
motivation. Eltahir et al (2021) stated that there were statistical discrepancies in the benefit
of the empiric community between the empiric and control groups between the groups,
according to the results. Students in the empirical community had better knowledge of the
principles taught in the Arabic language grammar course and were more motivated than
students in the conventional group.
Kusuma et al (2021) proposed game-based historical research on a mobile device
using a role-playing game. The implementation is focused on General Sudirman's experience
as Indonesia's first army general. In Jakarta, the game was conducted on 63 junior high school
students. According to the findings, using the game will boost student learning motivation
and achievement. Octaberlina (2021) in her research claimed that all students agree that
using SpellingCity increase their vocabulary acquisition besides of also learning the
pronunciation. Other than that, Demirkiran et al (2021) found that digital game-play assisted
students in grasping the idea of programming, and that students have formed a positive
269
International Journal of Academic Research in Business and Social Sciences
Vol. 1 2 , No. 2, 2022, E-ISSN: 2 2 2 2 -6990 © 2022 HRMARS
attitude toward programming as a result of game-based practises, despite their
preconceptions.
Fundamentally, Carrier (1985) summarized seven advantages of using games in
learning language which include: (1) helping to increase the variety range of learning
situations; (2) maintaining students’ motivation; (3) refreshing learners while having a formal
learning; (4) encouraging students’ interests; (5) building a relationship between teachers and
students; and (6) testing students’ capacity and solving their weakness. One of the
advantages remarked by Carrier is consistent to Chirandon et al (2010) that games help to
increase interests of students in learning English. Significantly, the world has changed, and
instead of being in the “chalk and talk” setting of the past, teachers now tend to be facilitators
or evaluators (Shin, 2003). In this case, all ESL / EFL (English as a Second Language) teachers
should stick to their main goals responsibilities of allowing their students to practise the
language as much as possible in real-life situations creating in the realm of content-oriented
communication, linguistic focus and encouraging students to take full responsibility for their
own learning or growth (Lund & Pedersen, 2001, pp. 63-64).
Accordingly, games have been known as one of the “powerful” motivators for
increasing students' motivation and esteem during their learning process. Furthermore,
language acquisition programs have been recommended as realistic medium for learning
English, encouraging learning, and endorsing learning processes since the 1980s (Richards &
Rodgers, 2001). In support of this view, the students will learn more effectively based on the
findings of research into students' reactions to pedagogy when teachers teach in a calm way
while offering adequate activities for students to understand the material fully the
supplemental and participate actively in class (Paulsen & Feldman, 1995; Hudelson et al.,
1993; Crandall, 1979; Burt et al., 2003; Nunan, 1999; among many others). Games can help
with this by allowing students to learn English while having fun (Kim, 1995).
While games are seen as a way to pass the time in the majority of English classes, some
scholars, such as Nguyen Thi Thanh Huyen and Khuat Thi Thu Nga (2003) argue that the game
not for pleasure only, also it can provide an inspiration on education and learning. On other
study, the impact of language games on 69 students' attitudes toward learning English was
investigated by Ahmed Awad Amin Mahmoud and Ziyad Ahmed Tanni (2014). Since language
learning is a difficult task that necessitates a lot of time, games are bound to yield relentless
attempts as students practice their language skills (Wright, Betteridge, & Buckby, 1984; Ersöz,
2000). Richard-Amato (1988) found that games can relieve anxiety, making English
acquisition more possible, whereas shy students can also engage actively without pressure
(Mei & Yu-jung, 2000). More specifically, a reputable realistic guide for K-12 ESL programmes
claims that “Games may be used to motivate people” (Hudelson et al., 1993, p. 151; Richards
& Rodgers, 2001, p. 27).
Researchers who support the use of games in English classrooms agree that games
should not be added solely for the sake of having anything to do in class (Lee, 1979; Rixon,
1981; Uberman, 1998). According to Uberman (1998), “Games also lend themselves well to
revision exercises helping learners recall material in a pleasant, entertaining way” (p. 3).
Mazidatuz Zahro et al (2013) to investigate the impact of guessing games in the form of
crossword puzzles and riddles on the vocabulary achievement of eight-year-old students in
270
International Journal of Academic Research in Business and Social Sciences
Vol. 1 2 , No. 2, 2022, E-ISSN: 2 2 2 2 -6990 © 2022 HRMARS
Balung, Indonesia, researchers used guessing games in the form of crossword puzzles and
riddles. This is equivalent to one of the previous studies in the Thai context, referring to
(Sripramong, 2004).
According to Sripramong (2004), in order to enhance students' vocabulary learning,
games have been used in the English classroom. The outcome of the study also reveals the
positive feedback from students that they have more positive attitudes toward English
learning and the games used in the classroom. In terms of the improvement of listening and
speaking skills, Roikrong (1998) implemented 10 games in the English language classroom in
the Thai context with a purpose to improve listening and speaking skills of the first-year
students at a school and found that those students have been improved due to the potential
of the games.
Ampaipan (1999) suggested six criteria for choosing games into the English classroom.
These criteria include (1) a number of students; (2) places; (3) age of student; (4) English
proficiency; (5) duration and contents; and (6) language difficulties. Indeed, regardless of the
games or it makes no difference what activities are offered to students as long as those games
are played or learners can use exercises to better understand the words they are introduced
to, as well as the meanings they do not understand. They can also get input on what they
hear (Lund & Pedersen, 2001, p. 64).
Application of Edutainment
As reviewed the literature and advantages of the games in education or edutainment,
the researchers have experimented its potential by implementing a language board game in
the English language classroom among tourism management students in a public university
in the context of Malaysia. The language board game was developed by a group of English
language lecturers who were teaching in a public university in Melaka. The activities had to
fulfill the target group's language and learning needs, as well as enhance high levels of student
interaction by enabling them to use English in meaningful ways.
Working as a group often enabled these students with valuable soft skills. This
language board game has given an opportunity of a different platform and has encouraged
these students in learning to express their ideas, finding useful vocabularies by asking and
answering the questions that have been raised in addition in evaluating other students’
answer. Most students found these procedures difficult. By using the language board game,
the students were able to express their thoughts and communicate with each other. Finally,
they had to get to ‘The End' to be declared the winner.
On the activity's day of implementation, these tourism management students were
divided into four or five small classes. A board game was given to each group, a dice and a
deck of cards with questions on them. First, they were explained on the rules and regulations
on playing the language board game. They had to roll the dice in turn to decide the order of
the players. They had to answer questions on the card based on the number they got from
the dice after that. Players had to answer the questions on the card and then move on to the
next player if their answers were correct. If they do not get it right the first time, they must
back up three spaces before the next turn.
271
International Journal of Academic Research in Business and Social Sciences
Vol. 1 2 , No. 2, 2022, E-ISSN: 2 2 2 2 -6990 © 2022 HRMARS
The practise lasted about an hour and a half in the classroom. During the exercise,
photographs and videos were taken. The students were able to overcome their fears of
learning English thanks to the language board game. Overcome their shyness of speaking to
each other and they were seen able to be comfortable by asking and answering the questions
given among the team players while doing the activity. It was found that when they
participated in the board game, they were less aware of using English because they were
absorbed in the language board game and having fun by laughing at their own answers and
at the responses of their teammates.
This project seemed to have helped not only the tourism management students but
also the lecturers who have created the language board game named ‘Dare to Speak’
questions in the game. Student showed more excitement during the activities. Good
feedback was received as they could tell the students were having a great time and were
eager in their use of the English language as their command language, they were so engrossed
in the activity that they almost forgot about their previous fear of making mistakes. These
can be seen from the photographs taken during the event.
Conclusion
This paper focuses on the concept and advantages of edutainment in Malaysian
context among the tourism students. Tourism students are required to be outspoken and
fluent in English language. Therefore, there are many different integrating activities that use
the edutainment concept in the classroom. This study had combined the concept of
edutainment by integrating the board game to the tourism students to enhance their
language and communication skills. Various edutainment concept or game activities can be
developed in the method of learning English. Hence, this study added new knowledge to the
current literature by incorporating the vocabulary learning of the students. In addition, the
researchers investigated the possibility and impact to make use of the language board game
as one of the methods for English language teachers or educators are capable of presenting
for new subject matter with. The findings recommended by using edutainment and games
activities in education to the students' progress engagement can improve their English
vocabulary and make their learning become more interesting.
Edutainment concept is highly recommended in language classes especially English
language classes of non-native speakers. The findings suggest that the use of edutainment
and game activities should be continued in the lessons; mainly with cooperative games. It is
highly recommended to teachers or educators using edutainment concept or games activities
because they have the ability to make the lesson more interesting, enable students to
collaborate and participate in the learning process by giving them the opportunity to speak
up.
There are few added value of edutainment for learning and teaching especially in
English language classes. Firstly, they expand the landscape of both formal and informal
education are available. Secondly, the elements of edutainment used in teaching and learning
appeal to a new nature of cognition in contemporary learners, both youngsters and adults.
The students tend to learn better and easier, when in place in groups and in a situation similar
to their real life, where they are used to interactivity, fast flowing of information, clipped
and/or fragmented information, and message delivered in the most vital way. Therefore,
272
International Journal of Academic Research in Business and Social Sciences
Vol. 1 2 , No. 2, 2022, E-ISSN: 2 2 2 2 -6990 © 2022 HRMARS
attractive and engaging edutainment as an approach can contribute to learners’ motivation,
concentration, reflection, and progress. The instructional designer should artistically
interweave the elements of edutainment into a course in order to balance education and
entertainment and avoid entertainment outweighing the learning process. It is also
important to offer learners a diversity of instruments of edutainment and infotainment and
monitor their efficiency.
Edutainment concept or utilizing games in education provide learners in this case, the
tourism management students, especially youngsters, a situation in which students can learn
without being hindered by social norms, mundane habits, or performances edutainment
concept or games activities can promote language development and social engagement in a
lighthearted manner, positive and non-threatening manner. Researchers would like to
recommend that by exploring this edutainment concept, it has improved the opportunity to
verify the educational validity of what happens in a typical English classroom.
To conclude, edutainment concept not only can make the students have fun, enabling
the students to express themselves freely but also can increase their English language learning
interest as a lifelong learning. This conceptual study found there is need for the edutainment
in teaching and learning English language. The outcome of this research suggested for the
policy maker to encourage edutainment among educators and can be a guideline for future
English subject syllabus. In future, empirical study on the edutainment concept can be applied
on the tourism management study.
This study is significant to the existing knowledge since effective technology is
important for the development of the individual’s creative potential. The main feature of
edutainment is its educational and enjoyable quality, as well as the active involvement of
multimedia teaching tools and modern computer (Chilingaryan & Zvereva, 2020). For
instance, the use of computers, the Internet, social media, and multimedia as learning tools
will stimulate cognitive processes, which will assist students develop long-term educational
motivation - the engine that propels them toward constructive mastery of knowledge, skills,
and abilities. The high effectiveness of the educational process is determined by long-term
motivation (Tolmacheva, 2015). Therefore, practically all edutainment technology should be
a recent, effective technology that can not only diversify the educational process but also
improve the quality of knowledge acquisition. Consequently, combining traditional and
creative teaching approaches can help to vary teaching materials, raise student interest in
class, and develop communicative engagement and intrinsic motivation.
References
Ampaipan, R. (1999). 100 Language Games. Bangkok: Thaiwattanapanitch Press.
Asrifan, A. (2021). Using Cat and Mouse Game to Improve Student’s Speaking Ability at The
Eleventh Grade of Ma Ympi Rappan.
Carrier, Michael and the Centre for British Teachers. Take 5. Games and Activities for the
Language Learners. Nelson and Sons Ltd., 1985. ISBN 0-17-444199-1.
Chilingaryan, K., & Zvereva, E. (2020). Edutainment as Contribution to Future Education of
Foreign Languages in Higher Schools. IJAEDU-International E-Journal of Advances in
Education, 6(16), 89-97.
273
International Journal of Academic Research in Business and Social Sciences
Vol. 1 2 , No. 2, 2022, E-ISSN: 2 2 2 2 -6990 © 2022 HRMARS
Chirandon, A. Laohawiriyanon, C. & Rakthong, A. (2010). The Effects of Teaching English
Through Games. Retrieved from
http://fs.libarts.psu.ac.th/research/conference/proceedings2/4pdf/006.pdf
Transcending Boundaries and Challenges in Social Science Research 73
Crandall, J. (1979). Language in Education: Theory & practice (Adult vocational ESL). USA:
Center for Applied Linguistics (CAL).
Demirkiran, M. C., & Hocanin, F. T. (2021). An Investigation on Primary School Students’
Dispositions Towards Programming with Game-Based Learning. Education and
Information Technologies, 1-22.
Eltahir, M. E., Alsalhi, N. R., Al-Qatawneh, S., AlQudah, H. A., & Jaradat, M. (2021). The Impact
of Game-Based Learning (GBL) on Students’ Motivation, Engagement and Academic
Performance on an Arabic Language Grammar Course in Higher Education. Education
and Information Technologies, 1-28.
Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, Motivation, and Learning: A Research and
Practice Model. Simulation & Gaming, 33(4), 441-467.
Gee, J. P. (2003). What Video Games Have to Teach Us About Learning and Literacy?
Computers in Entertainment (CIE), 1(1), 20-20.
Hassan, N. S. I. C., & Tik, R. O. L. (2019). Island Tourism Employees’ Perceived Importance and
Challenges of English Communication. LSP International Journal, 6(1).
Hudelson, S., Italiano, G., & Rounds, P. (1993). English as a Second Language Curriculum
Resource Handbook: A Practical Guide for K-12 ESL Program. New York: Kraus
International Publications.
Huyen, N. T. T. & Thu-Nga K.T. (2003). Learning vocabulary through games. Asian EFL Journal.
Retrieved from http://www.asian-efljournal. com/dec_03_vn.pdf.
Kim, L. S. (1995, January-March). Creative games for the language class. Forum, 33(1), 35.
Kusuma, G. P., Suryapranata, L. K. P., Wigati, E. K., & Utomo, Y. (2021). Enhancing Historical
Learning Using Role-Playing Game on Mobile Platform. Procedia Computer Science, 179,
886-893.
Lee, W. R. (1979). Language Teaching Games and Contests. Oxford: Oxford University Press.
Lin, P. Y., Chai, C. S., Jong, M. S. Y., Dai, Y., Guo, Y., & Qin, J. (2021). Modeling the Structural
Relationship Among Primary Students’ Motivation to Learn Artificial
Intelligence. Computers and Education: Artificial Intelligence, 2, 100006.
Wright, A., Betteridge, D., & Buckby, M. (1992). Games for language learning.
Mantra, I. B. N., Widiastuti, I. A. M. S., Handayani, N. D., & Pramawati, A. A. I. Y. (2020). English
Language Urgency for Tourism and Hospitality Employees to Boost Global
Economy. PalArch's Journal of Archaeology of Egypt/Egyptology, 17(7), 5458-5469.
Mazidatuz Zahro, Bambang Suharjito & Sudarsono. (2013). The Effect of Guessing Games on
the Eight-Year Students’ Vocabulary Achievement at SMPN 03 Balung Jember in the
2012/2013 academic year. Pancaran, Vol. 2(3), 115-124.
Octaberlina, L. (2021). Using Online Game for Indonesian EFL Learners to Enrich Vocabulary.
Okan, Z. (2003). Edutainment: is Learning at Risk? British Journal of Educational Technology,
34(3), 255-264.
Ramsa, N. I. B. (2019). The Realism of English Language Competence for Students in the
Tourism Industry. ASIAN TEFL Journal of Language Teaching and Applied
Linguistics, 4(1), 41-52.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching (2nd
ed.). Cambridge: Cambridge University Press.
274
International Journal of Academic Research in Business and Social Sciences
Vol. 1 2 , No. 2, 2022, E-ISSN: 2 2 2 2 -6990 © 2022 HRMARS
Rixon, S. (1981). How to Use Games in Language Teaching. London: Macmillan Publishers Ltd.
Transcending Boundaries and Challenges in Social Science Research
Roikrong, B. (1998). Use of Games for Enhancement of English Listening- Skills of
Prathomsuksa 1 students at Anuban Lampang. Unpublished master’ thesis. Chiangmai
University. Thailand.
Shin, S. J. (2003, January). The reflective L2 writing teacher. ELT Journal, 57(1), 3-10.
Sripramong, S. (2004). The Study of the Effect of Using Vocabulary Games on the Retention in
Learning Vocabulary of Prathomsuksa Five Students. Unpublished master’ thesis.
University. Thailand.
Tolmacheva, E. (2015). Innovative Training of RaF ("Construction Management") Based on
Information and Communicative WebQuest Technology. Abstract of Dissertation of
Thesis. Moscow, 2015, 26p.
Uberman, A. (1998, January-March). The Use of Games for Vocabulary Presentation and
Revision. Forum, 36 (1), 20.
Wang, Z., & Han, F. (2021). Developing English Language Learners’ Oral Production with a
Digital Game-Based Mobile Application. Plos one, 16(1), e0232671.
275