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THE GAMES AND THEIR USAGE IN THE ENGLISH CLASSROOMS AT
SCHOOL
Qarshiyeva Barchin Abdimurodovna
A student of Denov Institute of
Entrepreneurship and Pedagogy
+998 88 808 13 04
Karshiyeva Gulsinaxon Toʻlqin qizi
A student of Denov Institute of
Entrepreneurship and Pedagogy
+998 99 672 53 83
Jumayeva Durdona Malikovna
A student of Denov Institute of
Entrepreneurship and Pedagogy
+998 77 203 44 12
Abstract
This paper aims to find out how games are important and effective when used in
EFL das srooms. Two different kinds of qualitative research methods; semi-structured
interviews and observation were conducted in this study. Multi-method triangulation
is used throughout in this study. The data was carried out through audio-recorded
interview and observation. It is a case study in which two undergraduate students are
taught English by using the game called 'Twister' which is adapted for teaching. It was
determined from the data that games should be employed in second language learning
classrooms in terms of providing an atmosphere for EFL learners in which there are
fun, motivation and high learning performance.
Keywords:
games, Twister, vocabulary, EFL classrooms
Introduction
Games are one of the most important components in EFL classrooms. They
include activities which have goals and rules at the same time fun. Hadfield (1990;
Quoted in Deesri, 2002, p.1) describes games as "an activity with rules, a goal and an
element of fun."
Some authors suggest that language games should be placed at the center of the
foreign language teaching program rather being accepted as a peripheral part of the
program, since, besides being fun, additionally they include goals and controlled by
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rules (Haldfield, 1999). S. M. Silvers, the author of the book Games for the Classroom
and English Speaking Club, claims that games are often agreed by many teachers as
tools which stop monotonous repetitions in the lesson are used to fill in time (Silvers
1992). He claims that many teachers often miss the fact that in a relaxed environment
it is mostly possible that real learning take place, furthermore learners are able to use
the target language that have been exposed to and have been practiced earlier by the
learners. Following definition given by Greenall, it can be said that games create a
competition positively among students who are involved in a language activity
(Greenall, 1990).
The approval for using games in a foreign language classroom can be seen in
the fact that learners provide a lot of benefits through games. It was ensured by many
experienced writers that games are educationally valuable. Some reasons are
mentioned by Lee as in the following (Lee, 1995): games give a chance to escape from
unusual routine, but they are very important in terms of motivation and challenges.
Moreover, games provide encouragement to interact and communicate successfully for
learners and permanence to carry on the effort of learning and create a context to use
the language meaningfully, decreases anxiety, and allow learners to study in a relaxed
and enjoyable atmosphere.
Game
s have many advantages for both language teachers and its learners.
They support learning the target language when learners are involved in the games and
have fun without noticing that they are learning the target language, and furthermore it
is a pleasure for the teacher that he presents the language in an enjoyable atmosphere
which makes the job powerful. McCallum (1980, p. ix) emphasizes this point by saying
that "games automatically stimulate student interest, a properly introduced game can
be one of the highest motivating techniques." Another advantage of using games in a
foreign language setting is to make stressful moments clear. In a language learning
atmosphere, stress-free environment should be provided. At this point games are very
advantageous since learners do not feel any anxiety and their positive feelings increase
and their self-confidence. improve because they are not afraid of being punished or
criticized while they are practicing the language freely (Crookal, 1990).
The aim of this paper is to prove the importance of the games in EFL classrooms. In
the following section the role of games in EFL classrooms will be discussed in detail.
Literature Review
Games are one of the most important components in EFL classrooms. They
include activities which have goals and rules at the same time fun. Hadfield (1990;
Quoted in Deesri, 2002) describes games as "an activity with rules, a goal and an
element of fun."
Foreign language learning games can be considered as a framework to provide
a meaningful context for language acquisition. Constantinescu (2012) claims that
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learners can improve their understanding of written and spoken English via games.
Games help learners learn words and structures in a context using correct pronunciation
and spelling.
Games play an important role in the language learning classrooms despite the
fact that most of the teachers are not aware of it as a learning strategy. However; it has
lots of benefits to the learning process of the learners. Firstly; games prevent the lesson
to be ordinary and boring. Conversely, they create a successful and positive classroom
environment where students and their learning are central.
Games are always fun for the learners so they attract their interest unlike the
ordinary lessons. The learners both learn the language and have fun in the classroom
with the help of the games. Even shy and reluctant children react positively to them
(Mei & Yu-Jing, 2000). This increases the motivation of the children because they play
as an alternative solution which encourages students to keep their interest on the lesson
and continue working. By this way, they reduce the stress of learning another language
(Mei & Yu-jing, 2000).
In EFL classrooms, games provide many advantages for promoting learning
the target language. One of the advantages associated with games is that students'
anxiety towards language learning decreases as games are employed. In language
classes, learners assume that they have to be successful in the target language that they
do not know. In addition to this learners fell much anxiety because of being criticized
and punished by their teacher when they make a mistake. At this point games come to
the stage since they reduce anxiety, increase positive feelings and improve self-
confidence because there is no fear of punishment and criticism for learners when they
are practicing the target language freely (Crookal, 1990).
Learners involve in the games actively, so games are called learner-centered
activities According to Crookall (1990). Through games learners' and teachers' roles
are changed and teacher encourages learners to participate actively in their learning.
As a result, games give a chance to learners to take responsibility for their own
learning. From an instructional view point, creating a meaningful context for language
use is another advantage that games present. By using games, different contexts can be
created by teachers that allow learning unconsciously because the attentions of the
learners are not on the language, on the message. As a result, when their focus is on a
game as an activity, learners acquire the target language as they acquire their mother
tongue, that is, without being aware of it (Cross, 2000).
Constantinescu (2012) states some advantages of games as in the following:
"Games build up learners' English repertoire in a familiar and comfortable environment
(even for students who may have special needs), where they feel confident. More than
this, English is widespread used with computers.
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Games increase motivation and desire for self-improvement.
Challenge and competition are key factors for any game and students pay more
attention to completing the task.
Interdisciplinary approach. Students use knowledge from other classes, too.
Games develop students' ability to observe.
Games have clear rules and objectives.
Games develop critical thinking, problem solving, and imagination..
Games offer new and dynamic forms of teaching/ practicing which replace the
traditional worksheets.
Games are adaptable for different levels of knowledge.
Educational games are easy to understand and use.
Educational games do not take long time to be played in the class.
There are many online educational games which are free of charge.
Immediate feedback both for the students and the teacher.
The results are more visible (sometimes both visual and acoustic) and have a stronger
impact.
The working time is usually known from the beginning and it is respectedGames
facilitate collaborative learning but, in the same time, students may learn at their own
speed and cognitive level.
Games may be used in the classroom as rewards for students."
Students may have the willingness to play games completely for fun. However,
teachers need more reasons for convincing to play games. Teachers have to be very
careful about which games should be used, when to use them, and how to connect them
with the syllabus, text book, and how, more particularly, beneficial they are. While
choosing and adapting games in the EFL classrooms teachers should be very careful at
many points. Constantinescu (2012) expressed that when choosing language games,
many points are needed to be considered by teachers:
"Games should have an aim. They are used to motivate students, not only for fun.
Games should focus on the use of language. By their means students have to learn,
practice, or refresh language components
The content should be appropriate. It should fit the curriculum, be correct from all
points of view and not to promote wrong values (e.g. violence).
Games should be technically easy to use in the classroom.
Games should be in accordance with students' age and level of knowledge.
Games should keep all of the students interested.
It is advisable to use short games; otherwise students may lose their interest."
Beside all these advantages, learners' motivation is another important issue that should
be taken into account because when learners are in a game; their motivation is much
higher to learn the language. McCallum (1980, p. ix) claims this point by suggesting
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"games automatically stimulate student interest, a properly introduced game can be one
of the highest motivating techniques." Avedon (1971; Quoted in Deesri, 2002) further
states that "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".
Therefore, games stimulate students' interest in classroom activities and as a result,
students become motivated and willing to learn.
Besides many advantages, there are some disadvantages for using games in EFL
classrooms. Stojkovic and Jerotijevic (2011) mentioned some disadvantages of games
as in the following:
"1) discipline issues, learners may get excessively noisy
2) Straying away from the basic purpose of the game-play activity, perhaps, due to
inadequate rules instruction, resulting in playing too much and the lack of learning
3) If games are already familiar or boring, students might not get equally involved
4) Some learners, especially teenagers, may find games unnecessary and childish."
Games are generally preferred by the teachers to be used as warm-up activities or at
the end of the lesson if time is left. The games are used by the teachers to escape from
the monotony of the course book, filling extra class time and for reviewing for a test.
However; Lee (1979) states that games should be at the heart of the language learning
process instead of being an activity which is just used when the teacher and students
have nothing better to do (As cited in Uberman, 1998). They have more effect on the
teaching of the learners than just creating fun in the classroom. They are educationally
valuable and useful for the English language learners. Moreover; Rixon (1979)
mentions that games can be used at the all stages of the lesson if they are suitable and
carefully chosen (As cited in Uberman, 1998).
To sum up, games provide a great pedagogical value for language teachers with many
advantages when they are introduced in foreign language classrooms. The review of
the studies related to language games indicates that games play a crucial role in foreign
language teaching and learning contexts in a variety of areas.
Methodology
In this qualitative case study semi structured interview and observation were
used as data collection techniques. The reason for choosing a case study lies behind the
idea that it helps the researcher to go deeper into the participants' lives and obtain richer
and valuable data, Yin (1984, p. 23) defines the case study research method as an
empirical inquiry that investigates a contemporary phenomenon within its real-life
context; when the boundaries between phenomenon and context are not clearly evident;
and in which multiple sources of evidence are used. According to many researchers
(Miles and Huberman, 1994; Debreli, 2012; Silverman, 2011) a qualitative research is
more flexible in obtaining detailed background information through asking flexible
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questions or through close observation of the events and occasions on a regular base.
Since the aim of the present study was to investigate the effects of Twister game on
students', who are not EFL students in English Preparatory Schools, vocabulary
learning, this required an in-depth look into the participants learning process.
Therefore, the qualitative data collection instruments which would allow such closer
look and investigation to students learning process were preferred. According to many,
instruments such as games, interviews, reflective re ports, observations are the most
widely used qualitative data collection instruments (Cohen, Manion & Morrison,
2012). Kopinak defines multi-method triangulation as "gathering information
pertaining to the same phenomenon through more than one method, primarily in order
to determine if there is a convergence and hence, increased validity in research.
findings" (Kopinak, 1999). Kopinak states that more detailed and multi-layered
information about the fact under study would be provided from using more
instruments.
Another main reason for the choice of a qualitative research design is that since
the present study does not intend to the generalizations to broader context and is not
interested in revealing statistical data for comparisons. It aims to reveal a detailed
picture from a small number of participants, which would provide a bigger picture. The
following sections will provide more information about participants and data collection
instruments used in the present study.
Data Collection Instruments
Of the many qualitative data collection instruments discussed in the literature, in
this study specifically, a game, observation and the interview instruments were
preferred. Since the aim of the study was to find out the positive effects of the Twister
game on EFL elementary level students learning Twister game was regarded as a
qualitative instrument itself. The other instruments following Twister were the semi-
structured interviews and observation. In the following two subsections information
about these three methods are given.
Game (Twister)
Games are incredibly valuable in a class because they provide many
opportunities for learners to learn the language. As Carrier (1980, as dited in, Sánchez,
Morfín & Campos, 2007) mentions it, three appropriate stages are in a lesson that
games can be used; that it, they can be applied as an introduction, the development of
the lesson, and as a conclusion of the lesson. When games are employed as an
introduction, the lesson begins with stimulation. At this point, the students' interest is
provided from the very beginning of the lesson. Besides they play a very crucial rode
to know what level students already have. Moreover, games can be used for revision
of a previous activity. Furthermore, games are included after development of the lesson
to emphasize an item which isconsidered significant by the teacher for revision or
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practice. At the end of the lesson games are brought into play to serve a stimulating
end. Consequently, students have chance to practice the studied item, and the teacher
can have an idea if the item well achieved or not by students. According to Sánchez,
Morfin, and Campos (2007), games have a positive effect at any moment of the lesson
since this makes students have fun in the activity without noticing that they are
practicing the language with hidden helpful practice.
Twister is an old American game. It consists of a direction board with a pointer.
There are four areas on the board: left foot, right foot, left hand and right hand. Each
area has four colored circles: green, red, yellow and blue. The twister mat is rather
large and consists of six rows of green, red, yellow and blue circles.
In the present study, a widely used game activity, "Twister", is preferred to
evaluate its contribution on EFL elementary level students' language learning. Twister
is a game which is often used in EFL classrooms, although its effects on learning are
not yet satisfactorily evidenced on empirical basis. In this study, the effectiveness of
this game which is used as an instrument of data collection as well as a game to be
tested.
Semi-Structured Interviews
Since, interviews ask questions orally and collect available data orally (Kuale,
2006), semi-structured interview is preferred in the present study. One of the main
reasons for the selection of semi-structured interview type is that it allows more
detailed information to be collected compared to the structured interviews, as they
include investigations in order to collect further exploratory information concerning
the questions. The other reason for employing semi structured interviews is in-depth
understanding of the interviewees' perceptions, attitudes and feelings. The rationale for
using interviews was that the need of researchers to see factors which could not to be
observed directly such as students' attitudes, perceptions, and opinions (Mackey &
Gass, 2005). Non participant observations were also used to obtain information about
participants' behaviours and actions concerning the EFL context under study (Mackey
& Gass, 2005).
In this study, semi-structured interview was conducted with students to reveal
their views about learning English vocabulary with a game. With this aim in mind,
researchers developed an interview form. After finishing all the activities related to the
game, the interviews were conducted with four participants, who granted permission
and who were informed that their names will be kept confidential and their comments
will be used only for the research purposes.
Observation
Researchers find observation methods useful in a variety of ways. Schmuck
(1997) indicates that they supply ways to control for nonverbal expression of feelings,
determine the interaction between participants, understand how they interact with each
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other, and check for the amount of time that is spent on various activities. Moreover,
the researchers find participant observation helpful in terms of checking definitions of
terms that are used by participants in interviews, monitor events that informants may
not be able to or may not be eager to share ideas that would not be polite or sensitive,
and monitor situations participants have reported in interviews, by means of that they
aware of inaccurate and distorted information described in interviews which are
provided by those informants (Marshall & Rossman, 1995).
As it was mentioned before observation method is used in this study. Participants were
observed during eight hours in order to cross-check the observed behaviours, verbal
reactions, feelings with the interview results of the participants. Doniyor, [29/04/2025
01:19]
Data Collection Process
The game "Twister" was played four times in November in a school garden. The
game which was adapted by the researcher was played for two hours at each time.
During four weeks in each lesson participants were observed by the researcher.
Interviews which were conducted at the end of four weeks, took nearly one hour. Six
questions were asked to the participants such as "do you think this game motivated you
to learn vocabulary? Would you prefer learning vocabulary with this game?
Data Analysis
The analysis of the data gathered began with the transcription of the audio-
recorded interview data. This is then followed by the familiarization of the data
transcribed through reading the transcription several times. The data were then given
meaningful codes (Miles and Huberman, 1994). Those codes were then developed into
categories with the intention of collection the most relevant data under general labels.
These categories and the data that suits them best are presented in the following section.
Findings and Discussion
This section covers some of the categories that emerged from the data. Some extracts
from the interviews are also provided as examples for the categories.
Motivating factors
Feeling of fun and satisfaction
The findings revealed that the features of Twister like color, the word cards, etc. created
fun, relaxation, satisfaction. The mostly given reasons to the question - do you think
this game motivated you to learn vocabulary- is as follows;
"I would like to play this game again and again because, this game is very enjoyable.
When I have fun, I am more motivated, satisfied, and eager to learn." (Interviewee,
Fatma)
The finding of this study is parallel with the related literature. Bartle (2004)
claimed that people play games because they would like to have "fun". In the same
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way, Gee (2007) points out that pleasure cannot be separated from deep learning and
working hard.
Feeling lower anxiety and stress
Learners have to encounter unfamiliar words while learning a second language,
so they feel a high level of stress. Therefore, they do not feel comfortable and secure,
which certainly influence their ability to learn. As a conclusion, games assist to
decrease anxiety, feel comfortable, and want to learn more. It is assured that they are
relaxed and have fun. Since, learners know that while they are playing games to interact
effectively not being worried about making mistakes and not to worry about correcting
themselves in every single sentences. When learners do not feel worry and stress, they
could develop fluency and speaking styles. Moreover, when learners play a game their
anxiety decreases as games are used. Furthermore, the level of anxiety of learners is
high since they are afraid of being criticized and punished by their teacher when they
make a mistake. Games come on the scene at this stage because they reduce anxiety,
increase positive feelings and improve self-confidence. Crookal, (1990) highlights that
learners do not feel fear of being punished and criticized while they are producing the
second language freely. One of the participants indicated that "while I was playing the
game, I did not consider if I made a mistake or not, I only used the language to give
the message". Another participant pointed out "While I was playing the game, I was
not under any stress, since I was enjoying while presenting the words."
According to Yiltanlilar and Caganaga (2015) using a game for language learners is a
kind of encouragement by supporting them to hinder their negative feelings like fear,
hesitations, anxiety by creating a flexible and warm learning environment for them.
This statement is supported by one of the participants as in the following sentence 'I
did never recognize that if I had a mistake or not and also if my friend would laugh at
me or not. It is impossible for us always to use the language appropriately because we
are not EFL learners, so I would like to inform that the game which was very enjoyable
and interesting should be used for teaching a language
Preventing from memorization
Traditionally, vocabulary is not seen as a particular subject by learners to learn, but
they are taught in the speaking, listening, reading and writing lessons. Students use the
vocabulary that they have and new vocabulary is introduced by the teacher and
classmates that will be used in classroom activities during the lesson. For many English
learners, when point at issue is vocabulary, they think that they learn a list of new words
with meanings in their mother tongue without practicing any real context. Most of the
learners may experience the same situation which is looking up words in a bilingual
dictionary to find their meanings or definitions when they meet unknown words. They
may copy the lines of new words without knowing how to use them in a real context.
When they work with this way, they may recognize that learning vocabulary in list is
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not enough and pleasing for them, and they think this is just because of not being able
to memorize, Gnoinska (1998). This way is not an effective way to learn a language.
Decarrico (2001) indicates that words should not be seen as a separate issue while
learning or be memorized without comprehending. Furthermore, "learning new words
is a cumulative process, with words enriched and established as they are met again",
Nation (2000). In conclusion, learning vocabulary by 'looking and remembering' is not
seen as an effective way for English language learners.
It was obviously revealed from the interview and observation results of the study that
the game Twister helped participants to learn the language without doing any
memorization. Furthermore, according to results it was obvious that games are useful
instruments that provide learners recall the words without looking at any written
source. One of the participants responded to the question 'Was it easy to remember the
words while playing the game? as in the following: 'Yes, it was very easy to recall the
words. Both the given clues by my friend and the help of you it was not difficult to
remember.
What was the most impressing thing was I recognized that I could learn vocabulary via
games without looking up a dictionary.
De-motivating Factors
Having very unfamiliar vocabulary
Although lots of advantages mentioned above, one of the participants found the
game little bit boring because of not being able to explain some words that she could
not explain. She mentioned this problem as: 'When I cannot explain or understand what
my friend is asking, it was little bit boring, but by the help of you and my friend I can
do it so it so fun motivation and enjoy helped me to continue the game. Actually, this
is not a big problem.'
Conclusion
The primary aim of this study was to explore the importance of using games in
EFL classrooms. As this findings show that using games creates an environment in
which there is fun and satisfaction. besides high motivation for learning a language.
Moreover the role of games in order to decrease anxiety of using the target language
cannot be ignored. Games are important for teaching English because they are a way
to provide for learner not only having fun and amusement with the target language but
also practice incidentally. To be short, games can be accepted as useful and effective
tools that are effective for teaching vocabulary. The use of games in EFL classrooms
is a way to provide more interesting, enjoyable, and effective teaching (Uberman,
1998).
In conclusion, according to the findings of this study, it can be obviously
understood that games are very important instruments in language teaching classrooms
in terms of providing a relaxed environment for learners and for both teachers and
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learners, games are very useful if they have an educational purpose rather than being
fun.
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