Digital: English as a second language

English learning in the EU is critical to fostering unity, intercultural understanding, employability, and mobility. The Commission's article "About Multilingualism Policy" emphasized the signifi...

Our project aimed to help teachers adopt innovative tools and practices to create and use video games in their language courses, enhancing motivation, engagement, and participation among all students, including those with SLDs. The project focused on ESL, chosen by 90% of pupils and posing significant challenges for 'Dys' students. Project incorporated gamification by developing downloadable video games using tools such as Genial.ly, RPGmakerV, Flowlab, and PowerPoint. Test phases showed that these games increased student motivation through non-formal and experiential learning. Existing language learning games often lacked adaptation for students with SLDs and the games developed in this project were innovative and promoted greater participation and success for these learners. Through project resources (online course, resources database, practice sheets) we also increased teacher’s digital skills and awareness of digital resources for gamification such as tools, applications and platforms.

English learning in the EU is critical to fostering unity, intercultural understanding, employability, and mobility. The Commission's article "About Multilingualism Policy" emphasized the significance of linguistic diversity and language learning in the EU for fostering unity, intercultural understanding, employability, and mobility. Member countries were urged to enhance language learning opportunities from an early age, adhering to the Council Recommendation on teaching languages. The 2015 European Survey on Language Competencies indicated that only 42% of students achieved an independent level (B1-B2) in their first foreign language, and merely 25% did so in their second language. This low proficiency was partly attributed to inadequate support for students with Specific Learning Disorders (SLDs). The European Dyslexia Association estimated that 9-12% of Europeans have SLDs, highlighting the difficulties these students face with the EU's multilingual expectations. . The DESL project was created to motivate students with special educational needs in acquiring foreign language proficiency through innovative, non-formal, and experiential learning, addressing challenges highlighted by the EU's multilingualism policy.

1. Booklet This booklet highlights the benefits of engaging pedagogical approaches, particularly gamification, in improving students' experiences in English language courses. It provides strategies to enhance engagement, motivation, and inclusion for all learners, including those with SLDs. Topics covered include common challenges in ESL courses, methods to overcome them, and gamification tools. 2. Practice sheets Set of 30 practice sheets offers guidance on adapting learning content for students with SLDs, designing inclusive video games for language courses, and using tools for creating ESL games. These resources aim to support language teachers in integrating engaging and inclusive approaches, particularly beneficial for learners with SLDs in ESL settings. 3. Video Games and pedagogical sequences This result created 36 English language learning video games using genial.ly and RPGMakerVX. Designed to enhance engagement and immersion, these games follow strict pedagogical and technical standards. They cover grammar, vocabulary, and the four language skills (reading, listening, writing, speaking), with cultural elements enriching the learning experience, particularly benefiting students with SLDs. 4. Creation Tutorials e-learning module This online course offers video tutorials on creating language learning digital games. It includes short videos, texts, quizzes, and exercises covering game creation steps using RPGMakerV, Genial.ly, and effective didactic strategies. Drawing from Result 3, the course shares best practices, trains language teachers in innovative methods, and undergoes testing and refinement based on teacher feedback. 5. Resources database This result offers 20 descriptive sheets of resources to aid teachers in creating inclusive and innovative language learning games. Tailored for users of the e-learning module, these sheets provide practical advice and tips for developing high-quality, gamified content. Selected based on criteria such as synopsis creation, character sheets, graphic tools, and game creation software, these resources support teachers in creating effective digital learning materials. 6. Implementation guide This implementation guide features sections on good practices, practical experiences, challenges, and solutions, avoiding lengthy analysis. It showcases project outcomes with feedback, success stories, and challenges to inspire language teachers to adopt innovative teaching solutions. The process of the result production led to three testing phases organized in partner countries. All the results are available on the website www.d-esl.eu in 5 languages.