Ключевые слова
Аннотация
This article explores the significant role that games play in teaching English as a second language (ESL). It discusses how games can enhance student motivation, increase participation, and improve language acquisition in the ESL classroom. Through a literature review, the article highlights the pedagogical benefits of games, including their capacity to provide authentic language use, promote interaction, and foster socio-emotional development.
The methodology section details the use of qualitative research, including classroom observations and interviews with ESL instructors, to examine the effectiveness of game-based learning. The results show that games contribute to improved language proficiency, particularly in areas such as vocabulary acquisition, fluency, and speaking confidence. The article concludes by emphasizing the importance of carefully integrating games into lesson plans to maximize their educational value. Despite challenges, such as managing large classes, the overall benefits of using games in ESL teaching are undeniable, offering a fun, engaging, and effective learning environment.
Библиографические ссылки
Cheng, L. (2012). Language learning through games: A review of recent research. International Journal of Applied Linguistics, 22(3), 241-261.
Gee, J. P. (2003). What video games have to teach us about learning and literacy. Computers in Entertainment (CIE), 1(1), 20-20.
Jensen, E. (2008). Brain-based learning: The new science of teaching and learning. Corwin Press.
Kern, R. (1995). Restructuring classroom interaction with computer-assisted language learning. The Modern Language Journal, 79(4), 457-476.
Sadeghi, K., & Jafarzadeh, M. (2015). The impact of games on vocabulary retention. Educational Research Review, 10(2), 106-115.
Wright, A., Betteridge, D., & Buckby, M. (2006). Games for language learning. Cambridge University Press.