This report examines the use of language learning games focused on pronunciation and vocabulary in a German experimental program held at Keio University. In order to determine whether games were effective for promoting language learning in lessons, student and teacher reflections and teachers' observation notes were analyzed.
From the study we found that most students were satisfied using games in lessons and were able to reflect on their language use during the game. It is hoped that using language learning games will lead to greater motivation for learning German. A further aim of the study was to establish the extent to which students gained a greater understanding of their learning styles and became more autonomous learners. Unfortunately, the traditional learning background of the students meant that although they were comfortable working together, they did not use their imagination to overcome difficulties while playing the games. As a result, hints from teachers were sometimes needed in order for students to complete the games.
We therefore conclude that in order to use games more effectively, it is first necessary to train learners to think more flexibly and spontaneously, so that they eventually become more autonomous learners.

調査・実践報告
付録