ISSN:
2181-3906
2023
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 10 / UIF:8.2 / MODERNSCIENCE.UZ
787
IMPORTANCE OF USING GAMES IN EFL CLASSROOMS
Fozila Ochilzoda Abduraxmon qizi
The lecturer of History and Philology Department
Asia International University Bukhara, Uzbekistan.
E-mail:
https://doi.org/10.5281/zenodo.10039134
Abstract.
The purpose of this paper is to investigate how games are useful and effective in
EFL courses. In this study, two types of qualitative research methodologies were used: semi-
structured interviews and observation. Based on the results, it was established that games should
be used in second language learning classrooms to provide an environment for EFL learners that
is entertaining, motivating, and conducive to excellent learning performance.
Key words:
EFL classrooms, games, vocabulary.
ВАЖНОСТЬ ИСПОЛЬЗОВАНИЯ ИГР В КЛАССАХ EFL
Аннотация.
Цель этой статьи - исследовать, насколько игры полезны и
эффективны на курсах EFL. В этом исследовании были использованы два типа методик
качественного исследования: полуструктурированные интервью и наблюдение.
Основываясь на результатах, было установлено, что игры следует использовать в классах
для изучения второго языка, чтобы создать для учащихся EFL среду, которая была бы
развлекательной, мотивирующей и способствовала отличной успеваемости.
Ключевые слова:
классы EFL, игры, словарный запас.
1.
Introduction
One of the most significant components in EFL lessons is games. They include activities
that have goals and restrictions while also being enjoyable. According to Hadfield (1990; cited in
Deesri, 2002, p.1), games are "an activity with rules, a goal, and an element of fun." Language
games, according to some writers, should be placed at the heart of the foreign language instruction
program rather than being recognized as a peripheral aspect of the program since, in addition to
being fun, they involve goals and are governed by rules (Haldfield, 1999).
According to S. M. Silvers, author of Games for the Classroom and English Speaking Club,
games are frequently agreed upon by many teachers as instruments that interrupt repetitive
repetitions in the lesson and are used to fill in time (Silvers 1992). He says that many teachers
frequently overlook the fact that actual learning can occur in a relaxed environment, and that
learners are able to utilize the target language that they have been exposed to and used previously.
According to Greenall's definition, games foster good competitiveness among students
participating in a linguistic activity (Greenall, 1990).
The fact that learners provide a lot of benefits through games demonstrates support for
using games in a foreign language classroom. Many knowledgeable writers confirmed that games
are educationally useful. Lee mentions some of the following causes (Lee, 1995): Games provide
an opportunity to escape from an odd routine, but they are also crucial in terms of motivation and
challenges. Furthermore, games give learners with motivation to interact and communicate
successfully, as well as the persistence to continue the effort of learning and establish a context to
ISSN:
2181-3906
2023
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 10 / UIF:8.2 / MODERNSCIENCE.UZ
788
use the language meaningfully, which reduces anxiety and allows learners to study in a pleasant
and fun environment.
Another advantage of employing games in a foreign language setting is that it helps to
clarify tense situations. A stress-free environment should be offered in a language-learning
environment. At this moment, games are particularly beneficial because learners do not feel
anxious, and their positive attitudes and self-confidence improve because they are not frightened
of being punished or scolded while freely learning the language (Crookal, 1990).
The purpose of this paper is to demonstrate the importance of games in EFL courses. The
role of games in EFL courses will be examined in length in the following section.
2.
Literature Review
One of the most crucial elements of EFL classrooms are games. They contain enjoyable
activities with objectives and rules. Games, according to Hadfield (1990; cited in Deesri, 2002),
are "an activity with rules, a goal, and an element of fun." Games that teach foreign languages can
be used as a framework to provide language learning a purposeful setting. According to
Constantinescu (2012), playing games can help students get a better knowledge of both spoken
and written English. Games aid in the context-based learning of words and grammatical structures
using proper pronunciation and spelling.
Despite the fact that the majority of teachers are unaware of games as a learning approach,
they play a significant role in language learning classes. However, it provides a number of
advantages for learners' learning processes. First off, games save the lecture from being routine
and uninteresting. On the other hand, they foster a productive and encouraging learning
environment where the emphasis is on the students and their education.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 have several benefits for encouraging the acquisition of the target language in EFL
classrooms. As games are used, students' concern over language acquisition lessens, which is one
of the benefits linked with them.In language classes, students make the assumption that they must
succeed in the target language, even though they do not. 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
improves self-confidence (Crookal, 1990).
According to Crookall (1990), since students actively participate in the games, they are
referred to as learner-centered activities. 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
ISSN:
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2023
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 10 / UIF:8.2 / MODERNSCIENCE.UZ
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subconsciously because they are not focused on the message or the language. As a result, when
they concentrate on playing a game as an activity, they pick up the target language in the same
way they pick up their native tongue—without even realizing it (Cross, 2000).
According to Constantinescu (2012):
Games help learners increase their English vocabulary in a familiar and comfortable setting
(even for children who may have specific needs), where they feel competent;
They boost motivation and the drive to develop oneself because they provide a sense of
challenge and competitiveness, which makes pupils more focused on finishing the task at hand.
Interdisciplinary strategy. Students also draw on information from other courses.
Games help pupils improve their observational skills.
Games have definite goals and regulations.
Games foster creative problem-solving, critical thinking, and imagination.
Games provide fresh and engaging methods of instruction and practice that take the place
of conventional workbooks.
Games can be adjusted for players with various degrees of knowledge.
Educational games are simple to use and comprehend. It doesn't take long for the class to
play educational games.
Online instructional games are widely available and cost nothing.
Quick feedback for the teacher and the students. The effects are more audible and
occasionally apparent, and they are more powerful.
The working hours are often agreed upon up front and are observed.
Along with all these benefits, it's also crucial to consider the learners' motivation because
they are more motivated to learn the language when they are engaged in a game. This argument is
made by McCallum (1980, p. ix), who says that "games automatically stimulate student interest, a
properly introduced game can be one of the highest motivating techniques." In addition, games
"spur motivation" and "students get very absorbed in the competitive aspects of the games;
moreover, they try harder at games than in other courses," according to Avedon (1971; cited in
Deesri, 2002). Games thereby increase students' interest in classroom activities, which in turn
motivates and increases their desire to study. In addition to many benefits, employing games in
EFL classes has certain drawbacks. According to Stojkovic and Jerotijevic (2011), games have a
number of drawbacks, including the following:
1)
discipline problems, rowdy students, and other difficulties;
2) Deviating from the game's primary goal, potentially as a result of poor rule training,
leading to excessive play and a lack of learning;
3) If games are monotonous or already well-known, students might not be as engaged;
4) Some students, particularly teens, could consider games pointless and juvenile.
Teachers typically like to utilize games as warm-up exercises or, if there is time, at the
conclusion of the session. The teachers use the activities to break up the monotony of the textbook,
fill in any additional class time, and prepare students for tests. Furthermore, Rixon (1979) adds
that if games are appropriate and carefully designed, they can be used at all levels of the lesson
(As mentioned in Uberman, 1998).
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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.
3.
Methodology
Semi-structured interviews and observation were employed as data gathering methods in
this qualitative case study. The rationale behind picking a case study is that it enables the researcher
to learn more about the participants' life and collect useful data. The case study research method
is an empirical investigation that examines a current phenomenon in its real-life context; when the
boundaries between phenomenon and context are not readily visible; and in which many sources
of evidence are used. This definition is given by Yin (1984, p. 23). Many researchers (Miles and
Huberman, 1994; Debreli, 2012; Silverman, 2011) contend that a qualitative study is more flexible
in gathering in-depth background data since it can ask open-ended questions or pay close attention
to events and occasions on a regular basis.
Semi-structured interviews
Semi-structured interviews are used in the current study due to the fact that interviews ask
questions orally and collect accessible data orally (Kuale, 2006). Semi-structured interviews are
preferred over structured ones in part because they allow for the collection of more in-depth data
due to the fact that they also involve investigations to get additional exploratory data about the
questions. The in-depth comprehension of the interviewees' perceptions, attitudes, and feelings is
the additional justification for doing semi-structured interviews. Interviews were used because
they allowed researchers to gain insight into variables that could not be immediately seen, such as
student attitudes, perceptions, and opinions (Mackey & Gass, 2005). In order to learn more about
participants' behaviors and activities in relation to the EFL situation under study, non-participant
observations were also used (Mackey & Gass, 2005). In this study, students were interviewed in a
semi-structured interview to gain their opinions on using games to acquire English vocabulary. An
interview form was created by researchers with this objective in mind. Following the conclusion
of all game-related activities, interviews were held with four participants who gave their consent
and were informed that their names would be kept private and that their remarks would only be
used for study.
Observation
Methods of observation are helpful to researchers in a variety of ways. According to
Schmuck (1997), they offer means of regulating nonverbal emotional expression, figuring out how
participants connect with one another, and monitoring how much time is spent on particular tasks.
Additionally, the researchers find that participant observation is useful for verifying the meanings
of terms used by interviewees, monitoring situations where informants may not be able or willing
to share ideas that would be impolite or sensitive, and monitoring events that participants have
reported in interviews so that they are aware of inaccurate and distorted information provided by
those informants (Mars).
Findings
When studying a second language, students must come across strange words, which puts
them under a lot of stress. They consequently don't feel safe and at ease, which undoubtedly affects
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their capacity to learn. In summary, games help people feel less anxious, more at ease, and curious.
It is confirmed that they are amicable and at ease. Since students are aware of this, they can interact
naturally while playing games without worrying about making mistakes or editing their own
statements. When students are not anxious or stressed, they can improve their speaking and
fluency. Additionally, as games are played, learners' anxiety levels drop when they play a game.
amplify the good and bolster your confidence. Additionally, students have significant levels of
anxiety because they worry about being corrected and disciplined by their teacher when they make
a mistake. Games enter the scene at this point because they soothe anxiety, boost pleasant
emotions, and boost self-esteem. According to Crookal (1990), learners do not worry about being
reprimanded or scolded as they freely use the second language. One of the players said, "While I
was playing the game, I did not consider whether I made a mistake or not, I only used the language
to convey the message." A different player noted, "While I was playing the game, I was not under
any stress, since I was enjoying while presenting the words."
The study's interview and observation data made it clear that the games assisted participants
in picking up the language without the need for memory. Furthermore, the findings made it clear
that games are helpful tools for helping learners retain the words without consulting any textual
sources. When asked if it was simple to remember the words while playing the game, one of the
participants replied, "Yes, it was quite simple to recall the words”.
4.
Conclusion
This study's main goal was to examine the value of incorporating games in EFL lessons.
As these results demonstrate, playing games produces an enjoyable and satisfying atmosphere in
addition to strong incentive for language acquisition. Additionally, the value of games in reducing
language anxiety cannot be understated. Games are crucial for teaching English because they give
students a chance to practice the language while also having fun and being entertained with it. In
conclusion, games are acceptable as practical and effective teaching aids for vocabulary. In order
to deliver more engaging, fun, and productive instruction, games can be used in EFL courses
(Uberman, 1998).
As a result of the study's findings, it is clear that games are crucial tools in language-
learning classrooms for creating a relaxed environment for students. Games are also very helpful
for both teachers and students if they serve an educational purpose in addition to being
entertaining.
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2023
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«MODERN SCIENCE АND RESEARCH»
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