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HOW GAMES CONTRIBUTE TO LEARNING ENGLISH
Usmonova Mohinur Baxtiyorovna
E-mail: E-mail: M.M.M.U@mail.ru
Senior Teacher of Economy and Pedagogy University
Majidova Afruza Oybek qizi
Economy and Pedagogy University.
2nd-year student of the Foreign Language and Literature department
https://doi.org/10.5281/zenodo.15516606
Abstract:
This article emphasizes the importance of teaching English and
the use of games in teaching children. Various qualitative methods, including
group and physical games like “Simon Says,” were used. The results show that
games help create a fun, motivating, and effective learning environment for EFL
students.
Keywords:
Individual learning, cooperative learning, creative thinking,
educational games, imitation games, teaching approach.
Аннотация:
В данной статье подчеркивается важность преподавания
английского языка и использования игр в обучении детей. В исследовании
были использованы различные качественные методы, включая групповые
и физические игры, такие как «Саймон говорит». Результаты показали, что
игры способствуют созданию веселой, мотивирующей и эффективной
образовательной среды для изучающих английский как иностранный
(EFL).
Ключевые слова:
Индивидуальное обучение, совместное обучение,
креативное мышление, обучающие игры, игры-имитации, педагогический
подход.
Introduction:
Teaching methods have evolved significantly in recent years. In the past,
students were mainly passive listeners, but modern classrooms encourage
active participation—and one of the best ways to engage students is through
games. Uzbekistan’s national foreign language curriculum emphasizes the need
for varied teaching methods to maintain students’ interest. Teachers can achieve
this by encouraging creative thinking, balancing both individual and group
learning. One effective method for maintaining variety is incorporating games
into lessons alongside traditional approaches. According to the curriculum,
games like role plays, imitation activities, theatrical performances, and problem-
solving tasks are useful across all levels of language learning. Howard Gardner,
known for his theory of multiple intelligences, believes that teaching a topic in
different ways helps reach all learners. One of these is the "personal approach,"
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which involves using methods like role play to engage students. Similarly,
Armstrong recommends board games for students with strong interpersonal
intelligence, as they create excellent opportunities for interaction.
First, the teacher needs to consider the group that will take part in the game
and decide on a clear goal that the game should help achieve. Choosing the right
game for a particular group of students can be challenging. Teachers need to
ensure that the game matches the lesson topic, suits the students’ age, and isn't
too difficult—otherwise, students may lose interest or feel discouraged. It’s also
important for teachers to explain the rules thoroughly and make sure students
understand the instructions before starting the game. While the game is being
played, the teacher should observe and offer support if needed—but avoid
interrupting, as that could break the flow and reduce student motivation. After
the game, it's useful to have a follow-up activity that allows students to reflect on
the experience. Teachers should also know that games can be changed or
adapted if necessary. A difficult game can be simplified for younger or less
experienced learners, and vice versa. Although many games can be adjusted for
different age groups, certain features are more appealing to specific ages. For
example, games for children aged 6–8 usually involve repetition, have simple
rules, and are short. Children aged 9–11 can handle longer, more suspenseful
games and may even adjust the rules themselves. Teenagers (12 and up) often
prefer well-planned games with a focus on teamwork. Educational games can be
organized in many ways. One way, suggested by Ingvar Sigurgeirsson, is by their
purpose or format: games for dividing large groups, icebreakers, team games,
physical activities, scavenger hunts, academic games, creative expression games,
drawing and coloring, card games, word games, storytelling games, and quiz-
style games. Another way is to sort them as either cooperative or competitive.
Competitive games can help engage some students, but cooperative games—
where players work together toward a common goal—are great for building
teamwork skills. Since there’s no focus on winning or losing, students are less
likely to feel discouraged, which can lead to better learning outcomes.
Games can also be categorized by age group or by the skill they develop—
such as writing, reading, speaking, or listening. Many games fit into more than
one category, which can make organizing them a bit complex. For example, there
are games that help divide large groups into smaller ones before group
activities. A fun example is "Group dividing by miming": the teacher gives each
student a note with a role written on it (like "clown" or "teacher"). There are
several copies of each role. Students must act out their roles silently and find
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others with the same role by watching their actions. This helps form groups and
also breaks the ice. Other useful games include "Searching for people," where
students walk around and ask classmates questions (like if they’ve been to Spain
or eaten Mexican food), using the target language. Another is "Stating the
names," where students sit in a circle and introduce themselves, but each person
must repeat all previous names before saying their own—making it harder as
the game goes on.
To make the name game more suitable for a language class, the teacher can
ask students to add something they like that starts with the same letter as their
name—for example, “My name is Anna and I love apples.” Another option is to
use adjectives, such as “Super Sigga” or “Awesome Anna,” which helps students
learn descriptive words. For names that start with unique Icelandic letters,
students could instead use the second or third letter to find a matching word.
Group games – One fun group game is “Fruit Basket,” which helps students
improve listening, memory, and quick thinking. In this game, students sit in a
circle, each assigned a fruit name. One student stands in the middle and calls out
a fruit (e.g., “orange”), and all students with that fruit switch seats. The person in
the middle tries to grab a seat. Whoever is left standing takes the next turn. This
game can be easily adapted to teach vocabulary from other categories, like
clothing or family members.
Physical games – “Walking the Line” is a physical game where students
walk along a line while doing tasks, like walking backwards or balancing a book
on their heads. In a language class, the teacher should give the instructions in the
target language (e.g., “Walk backwards”). Another example is “Simon Says,”
where one student gives physical commands like “Simon says jump.” This game
fits the Total Physical Response (TPR) teaching method, which helps students
learn through physical activity and listening before speaking. TPR is useful
because it lowers stress and mimics how children learn their first language—by
understanding before speaking.
Scavenger hunt games – These games are great for language learning since
clues are written in the target language, encouraging reading, listening, and
teamwork. These hunts can also include puzzles like crosswords or word
searches, offering endless creative opportunities for teachers.
Educational games – In the “Mail Game,” students deliver “letters” to the
correct locations. For language learning, the theme could be “household rooms”
like kitchen, bedroom, or bathroom. Each letter contains a word (e.g., “knife,”
“toothbrush”) that belongs to one of these categories. Students must deliver
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their mail to the correct envelope. The first one to finish with all correct
deliveries wins.
Theoretical expression games – “Who Am I?” is an example of this type.
Students are divided into two teams. One student acts out a profession given by
the teacher while the rest of the class asks yes/no questions to guess the role.
Teams score points for correct guesses and helpful questions.
Drawing and coloring games – One such game is “Drawing in a Foreign
Language,” which is similar to “Who Am I?” but instead of acting, students draw
a word on the board. The game can be used to teach vocabulary like nouns,
verbs, or adjectives.
Educational card games – Bingo is a great choice here. The teacher calls out a
word, and students match it with pictures on their cards (or vice versa). This
requires students to understand and connect vocabulary.
Word games – These include crosswords and word searches, where students
match words in their native language with their equivalents in the target
language. Another fun activity is “Filling in a Chart,” where students list a
country, city, animal, or food for each letter of the alphabet.
Story games – In “Tell a Story,” students sit in a circle. Each one is given a
secret word by the teacher. The storyteller begins a story in the target language
and pauses to point to a student, who then says their word. The storyteller must
include that word in the story, often with funny results.
Question games – One example is “Riddles about European Countries.”
Students work in pairs to create a riddle about a specific Pairs take turns
presenting their riddles, and other pairs write down their guesses. The team
with the most correct answers wins. country (e.g., “It has many horses, is
surrounded by the sea, and has no trains.” Answer: Iceland). Pairs take turns
presenting their riddles, and other pairs write down their guesses. The team
with the most correct answers wins.
Games have four areas:
1. Writing
Writing, even in one’s native language, is something that must be learned
rather than acquired naturally. This could explain why writing is often seen as
difficult or boring in a second language. Another reason is that writing is usually
given as homework, which many students dislike. Unlike speaking, writing
doesn’t offer immediate feedback, making some learners feel insecure.
Additionally, some teachers misuse writing as a form of punishment, like asking
a student to write an essay for misbehaving. Writing also involves a different
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style of language than speaking, which can make it even more challenging. To
avoid students developing a dislike for writing, teachers can use games. Games
make writing fun and give students a reason and an audience for their work. For
example, interactive games like rearranging sentences to form a formal letter
can help students practice useful writing skills.
2. Listening
Most people practice listening through school exercises, but if these become
repetitive, students may lose interest. To keep things fresh and engaging,
teachers can use games. For example, “Simon Says” is a classic listening game
where students follow commands only if the sentence starts with “Simon says.”
This encourages careful listening and can also help with learning vocabulary.
Using such games not only prevents boredom but also increases the likelihood of
students reaching their learning goals.
3. Speaking
According to the national curriculum, teaching communication is essential
because it plays a major role in language learning. Real-life conversations are
often unpredictable, so students should be given opportunities to practice
spontaneous speech rather than just memorized dialogues. Games are a great
method for this. However, despite its importance, research from 2006 on English
education in Iceland showed that only 10% of 9th and 10th-grade teachers
always spoke English in class, and many students rarely used the language with
their peers. Games can address this issue by promoting fluency over accuracy
and encouraging students to speak without fear of making mistakes. Speaking
games fall into two types: linguistic games, which focus on correct language use,
and communicative games, which aim to build fluency.
4.
Reading
Reading is a vital skill for English learners. It’s necessary for writing, for
understanding signs, menus, or brochures in English-speaking countries, and
especially for students pursuing higher education where many textbooks are in
English. To keep reading engaging, teachers can use games that bring variety
and fun into the classroom. This helps maintain student interest and makes
reading a more enjoyable and rewarding experience.
Conclusion:
The results of this study clearly show that games play a significant role in
language teaching by creating a comfortable and stress-free learning
environment. When designed with an educational goal in mind, games can be
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highly effective tools for both teachers and students—not just for entertainment,
but for meaningful learning.
References:
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listening and culture in EFL classes” Last access: 17.12.2015.
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Classroom”, in: English Teaching FORUM 34, 1: 46
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