Prof. Pătran Florentina
Liceul Auto ,,Traian Vuia”, Târgu-Jiu, Gorj
Games have long been recognized as effective pedagogical tools in foreign language education. Unlike traditional drills that focus on the mechanical reproduction of linguistic forms, games shift learners’ attention toward communication and interaction. In order to play, students must not only recall vocabulary but also actively use it in meaningful contexts. This dynamic turns language practice into an engaging and motivating experience where learners aim to be understood, rather than simply to “get it right” (Wright, Betteridge & Buckby, 2006).
The challenge for teachers, however, lies not merely in integrating games into the classroom, but in selecting and adapting the right type of game. When carefully chosen and implemented, games can contribute to the development of all four language skills, lexical enrichment, and improved classroom dynamics.
Principles for Selecting Games
The task of selecting appropriate games is complex. Teachers must balance linguistic objectives, learner needs, and classroom realities. According to Lewis and Bedson (1999), three key principles should guide this process:
Games can also be classified as competitive or cooperative. Competitive games, such as board races, motivate through challenge and achievement, while cooperative games, such as team-based guessing activities, emphasize collaboration and inclusion (Hadfield, 1999). Both formats have merit and should be balanced according to class dynamics.
Types of Games in EFL Teaching
1. Movement Games
Movement games integrate physical activity into the language classroom, supporting kinesthetic learners while reinforcing comprehension. Neuroscientific research highlights the cognitive benefits of movement, particularly its impact on attention, motivation, and memory. Ratey (2008) emphasizes that exercise stimulates the release of Brain-Derived Neurotrophic Factor (BDNF), which enhances neural plasticity in the hippocampus, a key area for learning. Examples include:
2. Board Games Board games structure interaction through rules and materials such as dice, pawns, and cards. They allow both competitive and cooperative modes and are highly adaptable.
3. Guessing Games Guessing games foster inference, deduction, and peer interaction, supporting both receptive and productive skills.
4. Matching Games These games enhance vocabulary acquisition by linking words with images or definitions. For example:
Such tasks encourage cognitive associations and help learners systematize vocabulary (Nation, 2001).
5. Card Games
Card games are tactile, versatile, and conducive to spontaneous interaction (O’Dell & Head, 2011).
6. Desk Games
Desk-based activities such as Scrabble engage learners in spelling, word formation, and lexical awareness. They can be adapted for solo or group learning and provide cognitive challenge alongside entertainment.
7. Role-Play Games Role-play immerses students in realistic communicative contexts, fostering fluency and pragmatic competence. For example, a reported speech role-play involving actors, heirs, and a butler forces learners to use indirect speech meaningfully. Such simulations create opportunities for authentic interaction while consolidating grammatical structures (Ladousse, 1987).
8. Task-Based Games Task-based approaches encourage learners to use language as a tool for completing real-life tasks. A common example is The Party, in which students negotiate grocery lists to plan a class celebration. This activity illustrates the principles of task-based learning, where communication is authentic and meaning-focused (Ellis, 2003).
9. Computer Games Digital games combine the motivational benefits of gaming with opportunities for private, low-anxiety practice. Their adaptability to learner interests makes them particularly effective in modern classrooms (Prensky, 2001). They can enhance reading, listening, and writing skills while encouraging self-directed learning.
Games are far more than diversions; they are pedagogical strategies that encourage communication, collaboration, and learner autonomy. By carefully selecting and adapting games according to principles of accessibility, efficacy, and variability, teachers can harness their full potential. Movement games stimulate memory through kinesthetic activity, board and card games encourage structured practice, and digital games expand learning beyond the classroom. Ultimately, when games are aligned with pedagogical objectives, they transform the language classroom into a space of meaningful interaction where vocabulary is not merely memorized but lived through play.
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© REVISTA (online) EDUCATIA AZI (ISSN 2457-8428; ISSN–L 2457-8428), august 2025
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