| Summary: | 碩士 === 國立交通大學 === 英語教學研究所 === 105 === In recent years, Computer and video games have become a focus of academic research for their cultural and educational value. Simulations are one type of games which have been shown to hold potential for learning in the L2 classroom. Framed by sociocultural theory as a theoretical framework, this research examined the social nature of student dyad interaction and the potential for collaborative co-construction of L2 knowledge during video game play. Previous research has examined game-based learning through the application of simulations, through formal language learning, in relation to vocabulary learning, and in regard to learner attitudes and affect. The purpose of this research is twofold: the first was to explore the nature of English L2 learners’ interactions during simulation video game play. The second was to explore the participants’ experiences while playing the game and working in dyads or small groups. The data were collected from a demographic survey, audio recordings of group interactions and class discussions, observations, participant interviews and student reflections. Their interactions were analysed and discussed via the adoption of an existing model of dyadic interaction in addition to several features of peer interaction. The study found that the groups generally worked in collaborative or expert/novice configurations to complete the tasks. However, the students’ roles could change depending on who their partner was. Moreover, the participants’ interaction patterns could change from moment to moment within their interactions. The findings also showed that the students were generally positive about the potential for L2 learning and group work. Implications and suggestions drawn from the findings were provided for educators and institutions where game-based learning is implemented.
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