European International Journal of Philological Sciences
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TYPE
Original Research
PAGE NO.
22-26
DOI
OPEN ACCESS
SUBMITED
18 February 2025
ACCEPTED
16 March 2025
PUBLISHED
17 April 2025
VOLUME
Vol.05 Issue 04 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
The Role of Educational
Games in Teaching Foreign
Languages
Ashirova Bonu Yusuf qizi
Karshi State University, Faculty of Foreign Languages, Department of
French Language and Literature, French Language Teacher, Uzbekistan
Abstract
: This article will discuss the role and
importance of games in teaching foreign languages. First
of all, we will learn about the origin of the word "game."
Then we will consider the types of games in education
in language learning today. In addition, the article also
provides examples of scientific research on games and
their positive results in the educational process.
Keywords:
The word "ludic," game, board games, word
games, audiovisuals, individual activities.
Introduction:
The introduction of games in the
classroom aligns with the perspective of language
learning through task execution, as recommended by
the Common European Framework of Reference for
Languages (CEFR). The CEFR places great importance on
the playful, aesthetic, and poetic use of language
(sections 4.3.4 and 4.3.5) in a decidedly action-oriented
approach.
This document states that using language for games or
creativity often plays an important role in learning and
improvement but does not belong exclusively to the
educational field (CEFR)
Here are some types of games as examples:
Board games:
–
Oral games (false stories or “find the mistake”; how,
when, where, etc.)
–
Written games (Hangman, etc.)
–
Audiovisual games (picture bingo, etc.)
–
Card and board games (Scrabble, Lexicon, etc.)
–
Charades and miming, etc.
Individual activities:
–
Riddles and puzzles (crosswords, rebuses, anagrams,
charades, etc.)
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–
Media games (radio and television: Des chiffres et
des lettres, Questions pour un champion, Le Jeu des
mille francs, etc.)
Word games (puns, etc.):
–
In advertising, for example, for a car: La 106, un sacré
numéro (The 106, a hell of a number).
–
In newspaper headlines, for example, during a Paris
metro strike: La galère sans les rames (The ordeal
without the oars).
–
In graffiti, for example: Dessine-moi un jour plus
vieux (Draw me an older day), etc.
What is the purpose of a game?
Before defining the value of the word "game," we can
say that playfulness is in line with the didactic ideas of
Jean-Jacques Rousseau, who wrote in Émile: "Give the
child the desire to learn, and any method will be good."
We would also like to remind you of Pablo Neruda’s
words: "A child who does not play is not a child, but the
man who does not play has lost the child who lived
within him."
It seems that all definitions used by authors are
contradictory. We could accept one definition as
legitimate as another, and since every definition is
subjective, it can always be contested. If we take the
dictionary definition of the word “game” as “an activity
aimed at pleasure, at self-distraction and entertaining
others,” we are far from the educational aspect—
the
teacher’s goal of helping students discover, learn, and
modify their knowledge or behavior.
The word “game” (from the Latin Jocus, meaning joke
or jest) primarily evokes pleasure, which is the main
objective of the player.
The term “game” (from the Latin Jocus, meaning joke
or jest) primarily evokes pleasure, which is the main
objective of the player.
Games are an integral part of our lives. They allow us,
for a moment, to step out of the "here and now", to
experiment, imagine, create, and test our ability to
solve new problems. Existing games, whether
transformed, extended, or adapted with new
variations, serve as a valuable resource for teaching
French in schools.
Essential Characteristics of a Game
The essential characteristics of a game can be
summarized in a few words: pleasure, spontaneity,
gratuity (performing an act for its own sake), and
creativity in execution. Games fulfill a need for
relaxation, enjoyment, exploration, and self-discovery.
They help individuals organize and structure their
mental processes, as well as develop their cognitive
and emotional abilities.
Games apply to all age groups, social categories, and
personality types
—
from the shyest to the boldest
individuals.
Here, we will start with the common definition of the
word "game":
1.
"A recreational activity that follows certain
more or less strict rules."
According to Le Petit Robert:
2.
"A game is a purely gratuitous physical or
mental activity that, in the consciousness of the
participant, has no goal other than the pleasure it
provides."
3.
"An activity organized by a system of rules
defining success and failure, gain and loss."
From these definitions, we can see two common
elements: the recreational nature of games and the
presence of a set of behavioral rules.
To truly understand the concept of a game, we must
refer to its practical usage
—
how the term is commonly
applied. The only legitimate definition can be
descriptive, much like dictionary entries, which compile
"all observable uses of the word at a given time." But
can this descriptive approach help us understand,
beyond its usage, what a game really is?
Why Use Games in the Classroom?
Motivation for students in compulsory education.
Playfulness often allows struggling students to actively
participate in classroom activities.
Learning becomes more enjoyable.
A valuable tool for helping students express themselves
by reducing the anxiety associated with speaking.
In fact, a well-integrated game in the classroom can be
just as relevant as a grammar exercise or other types of
activities.
Preliminary Questions About Using Games in Lessons
Before incorporating games into lessons, some
preliminary questions should be considered:
1.
What is the objective of the chosen game?
2.
Who is the target audience?
3.
What prior knowledge should students have to
effectively engage in the activity?
4.
At what point in the lesson should it be used? At
the beginning? At the end?
To answer the last question, we rely on practical
experience:
Brainstorming
, which encourages students to recall and
use all relevant vocabulary, is best placed at the
beginning of the lesson to introduce the topic.
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Presentation activities
, also known as icebreakers,
help create a relaxed atmosphere and are used at the
beginning of the first session.
Role-playing games
are better suited for the end of a
lesson, as they allow students to apply what they have
just learned.
Speaking or writing in a foreign language can be
stressful. A learner feels vulnerable when asked to
express themselves in front of the class. Games
provide an opportunity to reduce this anxiety. The
enjoyment they create helps students momentarily
forget their fears, encouraging them to take risks and
engage more freely. Isn't this one of the main goals of
foreign language teaching?
For students to feel comfortable with natural
communication, the classroom must provide
opportunities to practice their skills in situations that
closely resemble real-life interactions
—
not only with
the teacher but also with their peers. They need a
space to test their linguistic, sociolinguistic, and
pragmatic skills in order to unlock the keys to
successful communication in the target language.
Games offer precisely this kind of experiential learning
Another Major Advantage of Playful Activities
Another major advantage of playful activities is that
they strengthen group cohesion, creating an
atmosphere of trust, cooperation, and respect. This
allows each learner to feel included and confident
enough to express their needs. These activities foster
connections between participants through group
work. They also enable diverse student interactions by
forming and varying groups. This friendly and
enjoyable environment makes students look forward
to their lessons and attend with greater enthusiasm.
They are also more motivated to progress in order to
enrich their exchanges.
A brief exploration of playfulness brings us into the
didactic world of the Latin term ludus, which means
both game and learning, school. Playful activities are
not opposed to the educational aspect that games can
provide. Each of us, based on personal experience, is
well aware of the formative virtues of playful activities:
respecting roles, paying attention, and using memory.
The frequent use of collective or semi-collective
activities in games allows students to learn from one
another and contribute their own knowledge to help
the group reach a common goal. Through these
exchanges, individuals develop within the collective.
Students are no longer just passive recipients of
knowledge from the teacher; instead, they share
knowledge among themselves and become aware of
their own learning. This generally boosts their
confidence in their abilities.
At the same time, the teacher gains more freedom to
observe students and can adapt the course based on the
gaps and needs identified during the process.
The Impact of Games on Learning
Due to the diversity of activities that can be
incorporated, the learner takes on multiple roles:
reader, receiver, writer, speaker, and interlocutor. They
are encouraged to activate their knowledge of
vocabulary,
grammar,
phonetics,
and
lexicon,
reinvesting these skills in an engaging and flexible
environment where they determine their own level of
performance.
Games foster interaction, where the learner is both a
receiver and a producer, requiring them to anticipate
responses while actively listening
—
just as in real-life
social interactions.
This principle aligns with the idea that individuals learn
best when they are fully engaged in an activity. Research
has already demonstrated that our retention rates
depend on how we interact with information:
We remember 10% of what we read,
20% of what we hear,
30% of what we see,
50% of what we see and hear simultaneously.
Under the same conditions, retention rates significantly
improve when engagement increases:
We remember 80% of what we say,
90% of what we say while actively doing something
related to it and reflecting on it.
This demonstrates the power of interactive learning
methods, where playful engagement enhances
comprehension and memory retention.
The Role of Discourse Functions in Games
Additionally, through the experience of games, learners
will naturally put into practice two key functions of
discourse:
1.
The propositional function
(what words mean).
2.
The illocutionary function
(what we do with
words; for example, giving orders, making accusations,
apologizing, etc.).
These two functions will be activated spontaneously.
As recommended by the CEFR (Common European
Framework of Reference for Languages), it is essential
to propose tasks with motivating yet achievable goals.
Therefore, activities should be based on learners'
communicative needs, their general and linguistic
competencies, and their available resources. A high
level of personal motivation in task completion leads to
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greater involvement and, consequently, a more
effective mobilization of prior knowledge and
experiences. This knowledge is then compared with
that of their peers, allowing them to reach a new level
of proficiency.
Three Key Questions Before Introducing a Game in
Class
There are three important aspects a teacher must
consider before engaging the class in a game-based
activity:
1.
Prerequisite Knowledge:
Do learners have the necessary tools to participate in
the activity with a sense of security?
If not, the teacher should introduce preparatory tasks
(such as answering questions, identifying key linguistic
structures, or listening comprehension exercises) to
help them engage more effectively.
2.
Learning Objectives:
Does the proposed activity align with the objectives set
by the teacher?
These objectives may be linguistic, functional, cultural,
etc
3. The Relevance of the Activity
Does it make sense to introduce this activity at this
particular moment?
Does it fit within the progression of the course?
In some cases, the primary purpose of a game may
simply be enjoyment. However, even when the main
goal is entertainment, the game still brings
communicative benefits by immersing students in
language use and practice.
The Importance of Clear Instructions
One crucial aspect to consider is how the instructions
for the game are given. The way instructions are
delivered plays a decisive role in the success of the
activity.
Instructions must be very clear and given only once at
first.
If any misunderstandings arise, students can ask
questions afterward.
Repeating the same instructions in different words too
many times can lead to confusion rather than clarity.
If the instructions are particularly complex, it is better
to break them down into smaller steps.
Giving multiple pieces of information at the same time
is always risky, as it can overwhelm learners.
By ensuring clarity in instruction, teachers can help
students fully engage in the activity without
unnecessary distractions or misunderstandings.
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www.aidsmap.com
www.ateliers-alea.com
Image
credits:
http://tell.fll.purdue.edu/JapanProj/FLClipart/Verbs.h
tml
Bruno Jactat, game designer at www.ateliers-alea.com
http://www.freeschoolclipart.com
