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Academic report | “Power up! Vocabulary and Grammar Gaming will Give Learners an Edge” lecture from Dr. Barry Lee Reynolds at the Department of Educational Technologies, Nanjing Normal University

Dr. Barry Lee Reynolds gave online lecture to faculty and students of the Department of Educational Technologies, Nanjing Normal University on May 22, 2020. Dr. Barry Lee Reynolds is Assistant Professor of English Education at the Faculty of Education, University of Macau. He received M.A. and B.A. degrees with English major in Kentucky, USA and PhD degree with Learning & Instruction major in Taiwan. Dr. Barry Lee Reynolds teaches topics related to first and second language learning for more than 15 years. He published a lot of research papers in well-reputed journals; for example, sixteen journal papers were published last year. For his excellent academic performance, he was awarded Half-Blue Non-Resident Fellow Award from Moon Chun Memorial Residential College by University of Macau in 2020, Publons Peer Review Award by Publons in 2018, Excellent Teaching Award by Taiwan Yang-Ming University in 2014-2015, and Outstanding Academic Research Achievement Award by Taiwan Yang-Ming University in 2014.

The online lecture was carried out via Zoom application and the lecture topic was “Power up! Vocabulary and Grammar Gaming will Give Learners an Edge.” Dr. Barry Lee Reynolds introduced theoretical foundation for his research and then presented two recently completed studies by his research lab on game-based language learning. The first study was about how to improve writing skills with focused error correction supported by digital games and the second study was about inducing incidental vocabulary acquisition through digital gaming. Dr. Barry Lee Reynolds mentioned that the results of his study revealed no significant difference in student learning outcomes on the post-tests under digital game-based and teacher instruction conditions. Therefore, based on the results, Dr. Barry Lee Reynolds suggested that some learning activities which do not necessarily require teacher presence but can be supported by game-based approach (for example, focused error correction) can be carried out after class. Then freed classroom time can be used for other more important learning activities that hard to accomplish without teacher’s support.