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THE EFFECTIVENESS OF GAMIFICATION IN ENGLISH GRAMMAR LESSONS
Quranbayeva Mashhura Otabek qizi
Chirchik State Pedagogical University Tourism Faculty
Foreign language and literature (English)
mashkhurakhuranbayeva@gmail.com
Akhmedova Muyassar Atakhonovna
Scientific supervisor
https://doi.org/10.5281/zenodo.15119794
Abstract:
The general study of this research is situated at the intersection of educational
technology and language acquisition, specifically examining how gamification can enhance
English grammar instructions. Gamification is an educational strategy that uses game
mechanics and components to enhance learning in order to increase motivation, engagement,
and retention of information. It entails using games or activities that resemble games to
reinforce and teach academic concepts and abilities. The ability to understand grammar is
crucial for language fluency, yet many students find it difficult to grasp the intricate structures
and rules that underpin grammatical ideas. Grammar issues among students constitute a major
barrier to learning a language. The aim of this study is to determine, based on earlier research,
the efficacy of game-based learning strategies in grammar acquisition. Key studies highlight
that gamification, overcomes conventional barriers like nervousness and lack of confidence by
including features like rewards, challenges, and interactive tasks into learning experiences.
Gamified platforms increase continual student participation and intrinsic motivation by
providing ongoing feedback and reward systems. The data was analyzed using both statistical
methods for the quantitative elements (t-tests, ANOVA) and thematic analysis for the
qualitative components, allowing for triangulation of findings across multiple data sources. The
statistical significance of these results (p<.01) and their consistent pattern across different
measures suggest that gamification has substantial potential to transform grammar instruction
effectiveness, particularly for students who struggle with traditional approaches.
Key words:
gamification, English language teaching, grammar instruction, student
engagement, educational technology, motivation.
Introduction
The integration of game elements into educational contexts has gained significant
attention in recent years, particularly in language learning. This chapter introduces the concept
of gamification and its emerging role in English language acquisition. Gamification refers to
integrating game elements and mechanics into non-game contexts, such as educational
activities (Hanus and Fox, (2015). By incorporating elements like competition, rewards,
challenges, and progression, gamification aims to create an engaging and immersive learning
environment that motivates students and encourages active participation (Marell-Olsson,
2021). In the context of teaching English language skills, gamification offers the potential to
make language learning more enjoyable, interactive, and effective (Hanus and Fox, 2015).
Teaching a language is a complex process that calls for carefully planning and
implementing a strategy while carrying it out, whether foreign language learners are very keen
on in studying grammar. They frequently request that their teachers teach them the
fundamentals of foreign language grammar so that they can simplify a complex set of rules.
The usefulness of games in teaching grammar to students at varying levels is the focus of
the current essay. This work reflects the variety of scientific research conducted by various
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scientists on this topic. This publication presents the theories, viewpoints, and data of several
scientists involved in game analysis. Thus, the study's goal was to demonstrate how well games
teach grammar as a sub-skill to students.
Method
Although grammar is defined in many sources as the rules that comprise the structure of
language, children find it difficult to learn the rules and become bored as a result. It's interesting
to note that language grammar appears to be a challenging subject to master, even for adults.
In our opinion, this is not the case. It is well known that the methods used to teach grammar
should be straightforward and, of course, engaging. Referring back to the previous point,
language instructors should make the content a little bit simpler and easier to understand while
also boosting the children's interest in learning the grammar of a foreign language, because
young children do not yet possess the cognitive analysis skills. When teaching is a subject,
particularly a foreign language, to students this age, the principle of demonstration works well.
Because young children are naturally enthusiastic and do not require a perfect understanding
of grammar to communicate in English, it is not necessary for them to have perfect grammar
knowledge. As a result, it is ideal for the grammatical content that is taught to kids to be
engaging, intelligible, and fun.
The best method to keep kids interested in the early phases of learning English is to
incorporate games into the lessons. Grammar lessons that incorporate games are also highly
engaging. Scientists have shared their thoughts on games in this context.
According to Haldfield (1999): “A game is an activity with rules, a goal and an element of
fun… Games should be regarded as an integral part of the language syllabus, not as an amusing
activity for Friday afternoon or for the end of the term.”
This definition strongly values the relevance of games in teaching. Haldfield (1999) adds:
“Games can be used at all stages of the progression from controlled to free practice, serving at
one end of the range as a memory aid and repetition drill, at the other as a chance to use the
language freely and as a means to an end rather than an end in itself. They can also serve as a
diagnostic tool for teacher, who can note areas of difficulty and take appropriate remedial
action.”
Hadfield also highlights how games can be used effectively. Pupils are never motivated to
complete assignments. In order to give students an opportunity to practice or apply the newly
learned language elements joyfully and voluntarily rather than making them do the activities
against their will, games are strategically employed to encourage participation. When pupils
can play and learn at the same time, it works better.
Dutch zoopsychologist F.Ya.Bentendijk considers the game as a special form of activity,
which includes experimentation, manipulation, imitation, which contributes to the formation
and development of imagination, fantasy, and intellect. The object of his consideration is a game
as an activity with an object, which involves the recognition of familiar features and the
perception of something new in the object.
In his opinion, a person is not only able to rise above reality, above everyday
circumstances and the properties of things, but a person is a player and this is his nature.
Game theory from a sociological standpoint falls under more general interpretations of
social behavior, social processes and movements. D.Riesman, K. Rainwater, M.Neumer and
E.Neumer, as representatives of this approach, believes that the game is a special activity
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determined by the current physical condition and social attitudes of a person, corresponding to
the life of a group or groups, of which the person is a member. The study of the group nature of
the game sent researchers to study the processes in the recreational group ("rest group"):
-competitions, conflicts, cooperation, accommodation ("adaptation to others");
-assimilation ("likening to others");
-socialization ("the process of social formation of the individual").
However, the rules of the games should be thoroughly explained and understood by the
pupils before they begin to play. Only a few clearly stated rules should exist. Additionally,
demonstrations can be highly beneficial because they can assist students comprehend the game
and adhere to the rules.
As Caillois mentioned “A game is as
activity that must have the following characteristics:
-
fun
: the activity is chosen for its light-hearted character;
-
separate
: it is circumscribed in time and place;
-
uncertain
: the outcome of the activity is unforeseeable;
-
non-productive
: participation is not productive;
-
governed by rules
: the activity has rules that are different from everyday life;
-
fictitious
: it is accompanied by the awareness of a different reality”
There are numerous game types made for various topics and skill levels so that students
with varying degrees of language competency can benefit from them and get the most out of
them.
RESULTS AND DISCUSSION
Games are student-centered activities that demand students' active participation.
According to Crookall, games allow students and teachers to alter their roles and relationships
while also motivating students to actively participate in their education. Consequently, games
give students an opportunity to guide their own education. Another benefit of games from an
educational perspective is that they provide a relevant environment for language use. Because
students' focus is on the message rather than the language, teachers can employ games to create
circumstances that facilitate unconscious learning. Consequently, when students fully
concentrate on a game as an activity, they learn the language in the same way they learn their
mother tongue—that is, without realizing it.
When employed in foreign language lessons, games have a tremendous pedagogical value
that offers language teachers numerous benefits. The analysis of research on language games
shows that games play a critical role in teaching and learning foreign languages in many
contexts. Using games to teach grammar to young learners, factors to consider when choosing
games, knowing which game to use, knowing when to use it, the role of the teacher in using
games to teach grammar to young learners, the teacher's preparation, the role of the teacher as
a facilitator, class organization, learner participation, and the effectiveness of using games to
teach grammar to young learners are the main topics covered in the literature.
Conclusion
Teaching young learners is a very demanding issue that needs consideration. Research in
Turkey has shown that only 35% of pre-service teachers of English believe that their teacher
education curriculum prepare them as effective teachers of English that can teach young
learners successfully [O’zkan & Arikan, 2010].
This difficult problem is significant because the instructor must devise the best exercises
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and assignments for young students. Games are therefore one of the best ways to focus young
learners' attention on learning grammar as well as a variety of other language skills and areas.
It should be taken into consideration that as learners are young ones, teaching them through
games require special effort from the teacher. Games are fun and are structured according to
rules. While most games need group projects or choral replies, problem-solving exercises
(however structured) call for individual reactions and innovative solutions. Since these
communicative tasks may only be completed after gaining sufficient grammatical and lexical
knowledge, games are typically employed in the practice section following the presentation.
Well-designed games allow students to thoroughly practice and comprehend grammar,
vocabulary, and concepts. The games' provision of play and competitiveness boosts pupils'
motivation.
Thanks to the motivation and interaction created by games, students can acquire their
lessons better and more interestedly than other ways.
Since students naturally desire to outperform the other teams, games can motivate and
inspire them to participate in the activity. In addition to having fun, students also study. They
pick up a new language. Students start to grasp that if they want other people to understand
them, they must utilize the language.
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