Table of Contents:
List of Tables ……………………………………………………………………………………. 3
Abstract ………………………………………………………………………………………….. 4
Introduction ……………………………………………………………………………………….. 5
Research Design and Methodology ……………………………………………………………… 5
Case Study ………………………………………………………………………………………. 5
1. Participants ………………………………………………………………………………… 6
2. Data Collection and Analysis ……………..……………………………………………… 6
Results and Discussion ………………………………………………………………………..… 9
1. Questionnaires ……………………………………………………………………………. 9
1.1. Reasons for using games in the process of English language teaching and learning….13
1.2. Usefulness of the games ……………………………………………………………… 13
1.3. Students’ attitude towards the implementation of games in English classes…………. 14
1.4. Issues that arose when using games in the process of English language teaching and learning ……………………………………………………………………………….. 16
2. Interview with the teacher ………………………………………………………………. 16
Conclusion ………………………………………………………………………………….….. 20
References …………………………………………………………………………………….… 24
List of Tables:
Tables Page
1. Questionnaire:
Using Games in the Process of English Language Teaching and Learning …………….…….7
2. Results from the Questionnaires:
Using Games in the Process of English Language Teaching and Learning ……………….10
Abstract
This paper reviews the features of using games in the process of teaching and learning English, and the reasons and effects of its implementation in a particular primary school. Emphasis is given to the benefits and issues that are recognized by a conducted research, and one teacher’s and students’ attitudes towards this process. A total of 107 primary school students, ranging from year 10 to 14, participate in the study. The questionnaire and interview are conducted to investigate students’ and teacher’s opinions and experiences with this process and how it affects their learning and professional growth.
Introduction
“Playing is a child’s natural way of learning” (Roth, 1998).
Teachers are concerned with the methods, approaches, resources and means for effective teaching and learning process. Nowadays, learning a foreign language is related to its use in everyday communication; therefore, the emphasis is put on the communicative competence.
EFL (English as a Foreign Language) learners, like students in Macedonia, usually have limited opportunities to speak English in a natural language learning setting. Accordingly, despite spending enormous time and energy in learning English, many Macedonian students are faced with difficulties in communication in English. Games offer students the opportunity to speak English in an interactive environment with high interest, motivation, and attention. Games used in the classroom are a method of teaching and learning; they stress fun learning and can facilitate good interaction among learners, and between student and teacher, improving the
communication competence. The activities and tasks during the class should provide a relaxing, engaging and motivating working environment for the students. However, it is difficult to find the appropriate activities that would satisfy these conditions. Choosing exercises that the students will accept, use to learn with enjoyment, and not get bored or demotivated is one of the most difficult assignments in the teaching process. For this reason, teachers have begun continually to include games in their classrooms. Games are fun activities that promote interaction, thinking, learning, and problem solving strategies.
A study has been conducted in a Macedonian primary school where a teacher uses games in the process of teaching and learning English. The results of this research should demonstrate the benefits and challenges that appear while making games part of the curriculum and every day lessons, as well as teachers’ and students’ reactions and attitudes towards using games.
Research Design and Methodology
This research uses a mixed-method design, incorporating both quantitative and qualitative techniques. Qualitative analyses are employed to investigate the hypothesized relationships between the experience of using games and student performance in the process of learning English. Quantitative data comprises a combination of documentary interpretation through questionnaires for the students, and interview with the teacher.
Case Study
The study is designed to explore primary school teachers’ and students’ perspectives on using games in the process of English language teaching and learning. Several major areas are included in the exploration of this study, such as (1) the reasons for using games in the process of English language teaching and learning; (2) usefulness of the games; (3) attitudes of students and teachers towards the implementation of games in English classes; and (4) the issues that arise when using games in the process of English language teaching and learning.
By observing and assessing students’ performance, teachers present the effects from the use of games in the process of teaching and learning English by having an interview, while the students express their experiences and concerns by filling in an anonymous questionnaire.
1. Participants
The subjects of this study have been chosen from the fifth to eight -graders of a primary school, in total 107 students from four classes (students were at the age of 10 – 14).
The English teacher from the school has been introduced with this study and offered to participate, since he has already been using games as part of his syllabus as a method in the process of teaching and learning English. He accepted to participate, expressing his opinion on using games in the process of teaching and learning English, by answering questions in an interview.
2. Data collection and analysis
 Questionnaire: the main purpose of the questionnaire is to understand students’ responses to the use of games in the process of teaching and learning English, their views on its effectiveness, its advantages or disadvantages, its ability to offer a pleasant learning environment, and students’ emotional state when playing games in English classes.
The questions are introduced as statements where the students choose between three categories: AGREE, NOT SURE or DISAGREE.
The questionnaire is given below in the tables’ section (see table 1).
 Interview with the teacher: the questions of the interview are in correlation with the students’ questions from the questionnaire, so their responses can be easily analyzed and compared. The teacher expressed his experiences and concerns answering the following questions:
1. Why do you use games in the process of teaching English?
2. What benefits arose from using games in the process of teaching English?
3. What challenges/issues arose from using games in the process of teaching English?
4. Can you use games with students of different ages and achievement levels?
5. Do you think students find games motivational?
6. Do you prefer using games for introducing new material, revising, or both?
7. Do you prefer using games for teaching grammar, vocabulary, or both?
Results and Discussion
The results were made by analyzing collected data from the questionnaire that addressed students’ feelings and opinions about their participation in the process of using games when learning English, and the interview that provided teacher’s attitude towards using games in the process of teaching English.
1. Questionnaires
The table below (see table 2) shows the results from the questionnaires that 107 students have filled in, after their active (for few years’ duration) participation in the process of using games in English classes. Students are given thirty questions, which they anonymously answer and their responses provide data about using games in the process of teaching and learning English from learner’s point of view.
………………………….
Conclusion
This study’s goal is to investigate why games are used in the classroom and how they can be effectively used in the process of teaching and learning English. By doing research on the several major areas that are included in the exploration of this study (such as the reasons for using games in the process of English teaching and learning; usefulness of the games; attitudes of students and teachers towards the implementation of games in English classes; and the issues that arise when using games in the process of English language teaching and learning), we can conclude that games are beneficial for enhancing learning and improving teaching English for a lot of reasons.
The results from the data collected through the analysis of the questionnaires filled in by the students, and the interview with the teacher gave a clear image of the new way of teaching – using games in class, that was very positive and effective both for the teaching and for the learning process.
…………………

Leave a Reply

ESSAY Instant Price

Get an Instant Price. No Signup Required

Total Price

We respect your privacy and confidentiality!

Contact Us At

Subscribe

Join our mailing list today and benefit from our free ebooks, daily deals, and discount