A Mobile Teacher Professional Development Course on Digital Game-Enhanced Language Learning

Başoğlu, Emrah Baki
The purpose of this design and development research study was to develop a mobile teacher professional development (mTPD) course on Digital Game-Enhanced Language Learning (DGELL) and to evaluate this course by investigating language instructors’ perceptions and application of knowledge about DGELL. The mTPD course was designed leveraging mobile learning to offer ultimate accessibility and flexibility to the teachers and it was developed in three iterative cycles with 44 English language instructors. Data were gathered through course evaluation questionnaire, perception questionnaire, achievement test, lesson plan assessment and interviews. The findings revealed that perceptions of participants about the content, usability, and effectiveness of the mTPD course changed positively as the program was being redeveloped in each iterative cycle. The findings also showed that participants’ perceptions regarding the learning opportunities of using digital games in language learning showed a positive change after they completed the course. Additionally, participants’ perceptions about their skills to use digital games in their classroom changed positively after the course. Lastly, the mTPD course made a positive impact on the knowledge of participants on DGELL and their application of this knowledge in all cycles. Therefore, it was concluded that this mTPD course can give language teachers an opportunity to step out of their comfort zone and develop skills to integrate digital games into their classrooms. Additionally, the situation-specific design steps emerged from this study might provide guidance and support for researchers to design professional development programs with mobile learning experiences and improve existing ones.


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Citation Formats
E. B. Başoğlu, “A Mobile Teacher Professional Development Course on Digital Game-Enhanced Language Learning,” Ph.D. - Doctoral Program, Middle East Technical University, 2022.