INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 03,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 670
THE USAGE OF GAMES TO TEACH ENGLISH EFFECTIVELY FOR YOUNG
LEARNERS
Lolaxon Abdujalolova Ahadjon kizi
Sophomore student of Uzbekistan State
World languages university
E-mail:
Supervisor:
D. Kh. Iskandarova
ESL teacher of Uzbekistan State World
Languages University at Faculty of
English philology, Tashkent, Uzbekistan.
E-mail:
Abstract:
Teaching English to young learners requires engaging methods to keep them interested
and to ensure effective learning. Game-based learning (GBL) has achieved popularity as a new
way to improve motivation, building up vocabulary, and communication abilities in learning
language. This article explores the effect of using games in teaching English language for young
learners. By reviewing current researches, we can discover some advantages of GBL, including
higher motivation, better vocabulary acquisition, more effective speaking, and enhanced learning
achievement. Researches indicate that games provide an engaging and interactive learning
environment which can enhance language learning's effectiveness and attractiveness. The study
explains that mixing games with English lessons can bring undeniable benefits to young students,
and using game-based strategies during the lesson by teachers can help to improve efficacy.
Key words
:game-based learning, young learners, English language teaching, motivation,
vocabulary acquisition, speaking skills
Introduction
It can be both fun and difficult to teach English to young children simultaneously, as kids
do not pay attention to traditional teaching techniques like memorization and repetition exercises
being repeated again and again, leading to low involvement and gradual progress. For young
learners, creative and entertaining activities are necessary in maintaining motivation and develop
their language abilities successfully.
Children can learn English in an engaging and exciting method with game-based
learning (GBL), which has become a strong tool in instruction of languages. According to some
researchers, the games which are included in lessons of English provide an intimate and
motivating environment in which learners can reinforce new vocabularies, build their
communicative skills, and gain in-confidence to use the language. The why this article is based
on English language instruction through games for very young learners. This paper will analyze
the effect of the games on speaking, vocabulary learning, motivation, and, in general, language
mastery. The survey of the literature on GBL refers to the benefits in supporting English
language education and offers a view on improving learning outcomes.
Methods
This research looks at earlier studies on the use of game-based learning to teach English
to young students using a systematic review methodology. Through keyword searches in
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 03,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 671
academic databases, relevant researches were found, with an emphasis on studies that evaluated
the effects of incorporating games into primary school English language training.
Results
To further explore how game-based learning, or GBL, assists children in acquiring the
English language, we conducted a mini-research project at a primary school in Tashkent. The
study included two groups of third-grade students. One group was taught using conventional
strategies that relied on rote learning and textbook exercises, while the other group used
interactive language games.
Both groups studied the same set of vocabulary and speaking topics for a period of four
weeks. The experimental group, however, participated in different educational games like word-
matching, role-playing, and even digital storytelling, while the control group remained with
regular lessons. After the period, we checked vocabulary and speaking abilities of both group
students.
The search examined that the students who learned through games performed more better.
Not only did the experimental group’s word memorization exceed that of the control group by 30
percent, but they also spoke more during the speaking exam with greater self-esteem. A majority
of the teachers and students also claimed that learning through games was more fun and
captivating.
In addition, Taştekin (2020) showed that using games in lessons helps students speak
English more confidently. Duyseanova and Yelland (2024) also found that digital games make
learning more interesting and effective for young learners.
These findings support past research showing that game-based learning motivation to
learners for improving vocabulary, and speaking abilities. Hafiza and Pratolo, for example,
discovered that interactive games and role-playing were more successful in keeping students
active in class [Hafiza 2024]. Sartorio also made a research in Algeria with third-grade pupils
[Sartorio 2024].
Discussion
The findings suggest that incorporating games into English language teaching for young
learners offers multiple benefits. The increased motivation observed in students can be attributed
to the engaging nature of games, which transform traditional learning into an interactive
experience. Enhanced vocabulary acquisition and speaking skills are likely due to the contextual
and practical usage of language within games, allowing learners to apply new words and phrases
in meaningful situations. Furthermore, the positive educational outcomes associated with digital
game-based learning highlight the potential of technology to create flexible and effective
language instruction methods.
Conclusion
Games-based learning is a very effective way to teach English to young learners.
Furthermore, by encouraging motivation, enhancing vocabulary acquisition, improving speaking
skills, and leading to greater educational success in general, games offer a dynamic, fun and
interactive option to traditional methods of teaching. The information can be integrated into
educators curriculum with the help of these approaches that will facilitate the development of
language in young learners through the integration of game based approaches.
The list of used literature:
1. Ali 2020, Ali, S. U., & Samad, F. (2020). Integrating Traditional Games in Teaching
English to Young Learners. Insights from EFL Classrooms, 242.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 03,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 672
2. Andayani 2019, Andayani T, M. A. (2019). Teaching English to Young Learners Through
Games: A Modified Snakes and Ladders Game.
3.
Duyseanova 2024
,
Duyseanova, M., & Yelland, B. (2024). Digital game-based language
learning in primary education: Exploring motivational factors and educational outcomes.
Pedagogy and Psychology, 2(59), 51–63.
4.
Hafiza 2024
,
Hafiza, A. F., & Pratolo, B. W. (2024). A systematic review of the
effectiveness of game-based learning in English language teaching. International Journal of
Education and Learning, 6(2), 85–95.
5. Naderoheshi 2022, Naderiheshi, A. (2022). Review of literature on teaching English
vocabularies through games to young language learners. Journal of Language Teaching and
Research, 13(1), 12–19
6.
Sartorio 2024
,
Sartorio, S. (2024). The effect of games on vocabulary learning of young
English learners: A case study of Algerian EFL learners at Hassan Ben Thabet primary
school in In Salah. Elementary Education Online, 23(4), 831–837.
7.
Saleh 2022
,
Saleh, A. M., & Ahmed Althaqafi, A. S. (2022). The effect of using educational
games as a tool in teaching English vocabulary to Arab young children: A quasi-
experimental study in a kindergarten school in Saudi Arabia. SAGE Open, 12(1),
21582440221079806, 831–837
8. Tastekin 2020, Taştekin, N. S. (2020). The effects of game-based learning approach on
young learners' speaking skills and motivation for learning English in primary education;
quasi-experimental research. Master's Thesis, Süleyman Demirel University
9. Yuksel 2016, Yüksel, D. (2016). Using songs in teaching English to very young
learners (Master's thesis, Eastern Mediterranean University (EMU)-Doğu Akdeniz
Üniversitesi (DAÜ)).
