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《ABSTRACT》 This paper aims to find out how games are essential and effective when used in EFL classrooms. This short qualitative research used an informal type of interview and observation was conducted in this study. The data was gathered through written interviews and observation. It is conducted in the researcher’s English class at Dong Yuan Elementary School where the researcher is a Foreign English teacher (FET) in the school who employed games in her English as Foreign Language (EFL) class. The learners in the Grade 5 extended English class classified some importance of the use of the games in their class. Keywords: games, EFL, FET, extended English class
Introduction Language learning is definitely hard for learners with different language backgrounds and nature. The use of games in English as a Foreign Language (EFL) classes has been growing in popularity as an effective way to engage students and improve their language skills. Students can practice their language skills in a pleasant and relaxed setting by playing games, which can offer an exciting and dynamic learning experience. In this research, we will explore the benefits of using games in EFL classes and examine some popular types of games used in these settings. Educational games are an excellent tool for facilitating student learning, as they can provide an engaging and interactive learning experience while promoting skill development. One of the main obstacles to learn to speak English accurately and fluently is a lack of inspiration and motivation. Other obstacles include adopting traditional methods of instruction and learning, getting discouraged by teachers, and being afraid that learning English will not come naturally. Learners, especially young ones, experience more difficulties in this area since they lack self-confidence. Some educators think that using games in the classroom and incorporating them into it can help students at various academic levels and with a variety of interests communicate more effectively.
Research Questions 1. What are the games that the Grade 5 students enjoy in the extended EFL classes with the researcher? 2. What are the effects of using games in the Extended EFL class at Dong Yuan Elementary School?
Literature Review Games are an important educational tool to break the monotony of learning. Teachers are big fans of games that are used to give students a chance to learn and practice different aspects of the language. Games as one of the most important components in English as Foreign Language (EFL) classrooms support students’ learning and language acquisition. According to Hadfield (1999), games are activities with rules, a goal, and an element of fun. Read (2007) defined games as an activity that enable children to develop physically, socially, emotionally, and cognitively as well as being enjoyable and fun. He further mentioned that games should be in competition or cooperation with clearly defined goals and rules, while Wright et. al. (2006) said that games provide a fun and comfortable environment in which learners are more motivated to take risks in language practice. The use of educational games to learn English should be based on the learners’ levels so that they will be encouraged to communicate using the language while playing the game. Instead of a traditional, boring, and usual methods in English classrooms, games bring about an innovative view to the learning process. Tuan and Doan (2010) claimed that integrating games into language teaching and learning will help the learners to remember the language that they have learned. Greenall (1990) said that games create a competition positively among students who are involved in a language activity. This reason makes the students develop a positive social and learning environment. Silvers (1992) claimed that games are teaching tools to break the monotony and countless repetitive techniques in delivering lessons to fill in time. Lee (1995) highlighted an important facet of using games. He exclaimed that games give challenges and motivation for the students to escape from normal routines and learn some worthy and valuable lessons in the classroom. One of the primary motives why educational games are important in student learning is that they can reinforce concepts. Games can provide a unique and engaging way for students to practice and apply what they have learned in a particular subject, whether it be math, science, or language arts. By using games to reinforce concepts, students can develop a deeper understanding of the material, which can help them retain and apply the information in new and different contexts. Another main advantage of using games in EFL classes is that they can motivate students to learn. Many students find traditional classroom activities, such as textbook exercises, boring and monotonous. By contrast, games can make language learning more engaging and exciting, encouraging students to participate actively and learn more effectively. Games can also foster a sense of friendly competition among students, which can increase their motivation and make the learning process more enjoyable. Educational games, on the other hand, can make learning more fun and engaging, which can help students stay more focused, motivated, and interested in the material. When students are motivated to learn, they are more likely to achieve academic success and develop a positive attitude toward learning. Games also encourage learners to become more willing to learn (Quinn, 2011) and help learners to focus, and improve their self-esteem and memory (Schuna, 2010). In language classes, students make the assumption that they must succeed in the target language, which they do not yet know. With the use of language learners become more willing to learn to engage in the classes naturally. Additionally, students experience a great deal of anxiety as a result of their teacher criticizing and punishing them when they make a mistake. Games now take center stage because they help learners practice the target language without concern for punishment or judgment, which lowers anxiety, boosts positive emotions, and boosts self-confidence (Crookal, 1990). "Games expand pupils' English vocabulary in a familiar, relaxed setting where they feel competent (including children who may have specific difficulties). Additionally, English is frequently employed with computers. Games help learners adapt to the digital world (Johnson (2005), McFarlane and Sakellariou, (2002)) and prepare young learners for life (Kamra, 2010). Games always make learning enjoyable for students, which is why they are more engaging than regular sessions. The games in the classroom assist the students learn the language while having fun. Even reserved and reticent kids respond favorably to them (Mei & Yu-Jing, 2000). Children are more motivated as a result because they play as a substitute activity, which motivates pupils to maintain interest in the lesson and keep working. In doing so, they lessen the pressure associated with learning a new language (Mei & Yu-jing, 2000). Games are referred to as learner-centered activities since learners actively participate in them. based on Crookall (1990). Through games, roles between students and teachers are altered, and teachers urge students to actively engage in their learning. Games, therefore, allow students an opportunity to be in charge of their own education. Another benefit of games from an educational standpoint is that they provide a framework for language use that is relevant. Teachers can create a variety of situations through the use of games that enable students to learn subconsciously because they are not focused on the message or the language. As a result, when they concentrate on a game as an activity, they pick up the target language in the same way they pick up their native tongue: unconsciously. Another advantage of using games in EFL classes is that they can provide a context for language use. Games often involve communication, whether it is asking questions, giving directions, or describing something. As a result, students are practicing their language skills in a real-life context, which can make it easier for them to apply what they have learned in their daily lives. In a language learning environment especially for a language that is foreign to the student anxiety and challenges are occurring oftentimes. To make the environment enjoyable and likable, teachers choose applicable games to provide friendly and motivational activities or games. For both language teachers and students, games have various benefits. When students participate in the activities and have fun without realizing it, they encourage learning the target language. In addition, it is exciting for the instructor to offer the language in a fun environment, which strengthens the work. An observable benefit of using games is the fact that games help the learners to be more motivated to take risks in language practice (Wright et.al., 2006). A correctly introduced game can be one of the highest motivating tactics, according to McCallum (1980), who underlines this point by stating that "games automatically stimulate student interest." Making unpleasant situations obvious is another benefit of utilizing games when learning a foreign language. A stress-free environment should be offered in a language-learning setting. As a result of the lack of anxiety experienced at this stage and the increased good emotions and self-confidence that result from not being worried about being reprimanded or scolded when speaking the language freely, games are now very beneficial (Crookal, 1990). Here are some advantages of using games in EFL classes according to Constantinescu (2012):
In conclusion, when games are used in foreign language classes, they offer language teachers a great deal of educational value and a number of benefits. According to a review of studies on language games, games are extremely important in many circumstances for teaching and learning foreign languages.
Methodology This qualitative research designs deal with ten random students from Dong Yuan Elementary School Grade 5 as the participants. These participants are randomly selected. They are the researcher’s students who have experienced playing some games with the researcher, who is their teacher. In carrying out this research, the researcher made some interview questions to know the students’ responses about the use of games in extended EFL classes.
Findings and Discussion This section shows some findings that were taken from the participant’s responses. Some extracts from the interviews are also provided as examples for the categories. The findings revealed that the features of games like Hot Seat, Sit Down If⋯, What’s Inside my Bag?, PictoWord, etc. created fun, relaxation, satisfaction, and happiness in class. One respondent said, “I would like to play the games again because they are very enjoyable.”, while the other one said, “The games motivate me to learn English more.” Other respondents highlighted their fascination with the teacher’s way of using games for them to learn. The respondents also remembered some real-life type of game where the teacher brought real eggs so that they can play “Egg Standing”, a type of activity that Taiwanese people do when they celebrate the Dragon Boat Festival. The participants could not believe that they can play such a game in their class because they think it is only possible during the said festival. For that reason, one of the students said, “he will not forget such a game.”
Conclusions Games whether they served as a warm-up, an ice-breaker, or part of the discussion in the class must bring fun and make the class meaningfully learn the language in such a way that students will learn a lot from them. Young learners, especially EFL or ESL (English as Secondary Language) learners, must experience play in order for them to feel that learning a new language is not boring and monotonous. Games should be part and parcel of any English game. Simple role-playing, using realia, flashcard games, worksheet games, physical games, or arts and crafts can be used in the class to create an engaging lesson that students will remember for the rest of their school life. Innovative games or games offered online can also be used to create interaction and develop the student’s language skills. The teachers should be creative when using games and also include the target language as the medium of instruction when giving instructions and playing games. Therefore, games are highly advised to use in any type of class, especially in English class.
References Constantinescu, R. S. (2012). Learning by playing: Using computer games in teaching English grammar to high school students. 8th International Conference eLearning and Software for Education. Crookal, D. (1990). Simulation, gaming, and language learning. Retrieved 27 May 2023 from https://www.researchgate.net/publication/333381010_Simulation_Gaming_and_Language_ Hadfield, J. (1990). A Collection of Games and Activities for Low to Mid- Intermediate students of English Intermediate Communication Games. Retrieved 27 May 2023 from http://iteslj.org/Techniques/Deesri-Games.html. Mei, Y.Y., & Yu-jing, J. (2000). Using games in an EFL class for children. Retrieved 27 May 2023 from https://files.eric.ed.gov/fulltext/EJ1140747.pdf. Wright, A., et.al. (2006). Games for Language Learning (3rd ed.). Retrieved from https://www.scirp.org/(S(lz5mqp453edsnp55rrgjct55))/reference/ReferencesPapers.aspx?ReferenceID=2271266. |
