Citation: Meletiadou, E. (2023). Transforming Multilingual Students’ Learning Experience Through the Use of Lego Serious Play. IAFOR Journal of Education, 11(1). https://doi.org/10.22492/ije.11.1.08
To prepare their students for the increasingly demanding workplace of the 21st century, business schools resort to using experiential learning techniques to make explicit connections between knowledge and experiences students already have, encouraging them to make their own interpretations. In this case study, 50 multilingual students participated in a Lego Serious Play (LSP) intervention for one academic semester. Due to the continuous rise of the numbers of international students in management schools in the UK in the post-COVID-19 era, researchers and lecturers indicate that additional support is often deemed necessary to promote social justice for multilingual and multicultural students and support their well-being. These students used LSP to make better sense of the assessment criteria and the theories they had to use to respond to the instructions and prepare a group paper and a group oral presentation in terms of a module on intercultural management. Findings revealed that these English as a Second Language (ESL) students were inspired by the use of LSP as it allowed them to reflect on the theories and apply them in creative ways fostering collaboration and creative problem-solving. Students initially felt uneasy to engage in this new approach but then enhanced their performance in their group oral presentations by 35% as they were able to improve their second language competence and intercultural awareness. The article concludes by discussing implications for using LSP with multilingual ESL students to help them overcome linguistic and cultural barriers, offering suggestions for the effective use of game-based techniques in Higher Education.
Lego ESL writing, linguistic and intercultural barriers, multilingual and multicultural students, post-COVID-19 well-being, presentations skills, Serious Play