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Database of Teaching Sources

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A database of selected, reviewed, tested, assessed and validated e-learning based language teaching sources addressed to Higher education students for the learning of 18 different European languages.

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Swedish vocabulary games

Date of Publication

2021

Target Group

Students

Domain Area

Business & Communication
International Relations
Journalism & multimedia
Tourism

Learning Scenario

Autonomous learning

Target Language

Swedish

Language of Instruction

English
Swedish

CEFR level

A1
A2

Type of Material

Activity/task
Audio
Game

Linguistic Features

Vocabulary
Prosody

Skills

Listening
Speaking
Reading

Description

The resource is adequate for anyone wanting to learn the basics of Swedish, either for business purposes or simply if they want to go to Sweden as a tourist.
The resource focuses mainly on vocabulary (loose words) and pronunciation (audio and writing). Learners are given a set of activities/interactive games: 1. Matching Game with audio and text; 2. Matching game with audio only; 3. Spelling challenge; 4. Select the correct word.
Learners can either follow the order indicated or try them randomly, even though to be able to go through games 3 and 4, learners should be familiar with the spelling of some words.
At the bottom of each game, instructions on how to play are shown: eg. “How to play: Spell the Swedish word that the image represents by using the letters at the bottom.”

To save their own progress, learners need to sign in.

Case study

This resource was tested with a group of 8 MA students. These students, who master some languages and have a rather intuitive use and knowledge of foreign languages, were asked to test the resource in an autonomous way and at their own pace. They tried it for around 30 minutes and then they were asked to make some comments on the resource and its use. The students considered the vocabulary games to be fun and interactive. In the students’ opinion, this is the best way to learn through repetition without being boring. Even though the website is not that appealing, they still found it a good resource to learn Swedish as a foreign language.

Guidelines

Please produce a check list / guidelines on how to use the resource
Autonomous learning:
1. Follow the order of the games, as the third game requires some knowledge of Swedish spelling.
2. Assess your own progress
3. Play as many times you want, and repeat, and, if intended, also write down the words on a separate piece of paper.
Classroom context:
1. Lecturers can ask their students to play the first game (for instance) and give them 3 minutes to choose the best option. Students need to sign in to assess their progress. The one who gets the highest score wins.
2. The second game or the remaining ones can be played in pairs or in groups. Assign them less time. The group that gets the highest score wins.

Review

Category
Rate
Comprehensive approach
Capacity to match the needs of lecturers and students

4

Added value
The provided tangible improvements

5

Motivation enhancement
The capacity to motivate students to improve their language skills

5

Innovation
Effectiveness in introducing innovative, creative and previously unknown approaches to LSP learning

4

Transferability
Measurement of the transferable potential and possibility to be a source of further capitalisation/application for other language projects in different countries

5

Skills assessment and validation
Availability of appropriate tools for lecturers to monitor students’ progress and for students to assess own progress and to reflect on learning

4

Adaptability
Flexibility of the contents and possibilities for the LSP lecturers to adapt the contents to their and to students’ need

4

Usability
Assess the technical usability from the point of view of the lecturer and the student

5

Accessibility
Assess the accessibility from the point of view of the lecturer and the student

5

Comments:
The resource is easily accessible online, for both students and lecturers. Instructions are pretty clear and it’s a good way of practising some vocabulary learnt in class, for example. Even though used more autonomously, lecturers can also use this in class, adapting it to their students’ needs, or even transfer its content to other appealing games, such as kahoot or mentimeter.
It highly motivates students to improve their language skills, namely speaking (use of drills) and listening.
Even though the method of drilling (audiolingual method) is neither new nor innovative, it continues to be effective mainly at the beginner’s level.
Nonetheless, it is interactive and enjoyable which makes it appealing for learners.
Website of the Teaching Source:
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