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participation from students in the classroom. This will give teachers the
opportunity to guide the learners step by step in order to acquire new words
effectively.
In regards to grammatical competence, students’ proficiency in practicing
grammar communicatively can be increased through the implementation of games
(Yolageldilli & Arikan, 2011). Their descriptive study which explored Turkish
EFL teachers’ beliefs and habits towards using games in young English classes,
revealed that the games are effective in teaching and practicing grammar and have
highly pedagogical value in classroom. The teachers agreed that while teaching
the grammar rules explicitly is still crucial, using games is also beneficial as
grammar learning becomes enjoyable and permanent which contributes to a
meaningful context for communicative grammar practice. In addition, Wierus
(1994) explains that since students are able to remember things better in a relaxed
atmosphere, this is exceedingly beneficial for students when playing grammar
games. A relaxed atmosphere in the classroom can only be possible through
conducting games which also enable students to develop their language skills and
apply their understanding of the language in realistic situations. Several
“grammar-related games” will provide the EFL teachers with reliable, interesting,
and pedagogically sound activities for their students (Wright, Betteridge &
Buckby, 2006, pp. 120-168)
Since successful English teaching can be achieved by maintaining high levels of
motivation in the classroom, this is possible through stimulating students’ interests
and confidence through games (Abt, 1972; Deesri, 2002). In second language
learning, motivation is crucial, therefore language educators should encourage
students’ intrinsic motivation to trigger more learning in the classroom. These fun
and playful activities encourage students’ participation beyond their formal
classroom situation (Carrier, 1985). When students are involved in games, they
will be able to have fun in a worry free environment. This enables them to freely
apply their language skills without having to focus on the formal language
conventions. The provision of relaxation is another consideration for using games
in the classroom (Zhu, 2012). This claim was based on the fact that the level of
stress in language learning classrooms are increasing as students face difficult
grammatical structures and vocabulary items. Schultz and Fisher (1988) stated that
one of the main limitations in the language learning process is stress. Learning
language in the tradition way has proven to be not only time consuming, but also
stress provoking. This is particularly concerning in a language learning classroom
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where motivation is a key factor to success. Due to the increase in stress levels
from the tradition language learning method, this has had negative implications on
student’s attention and efficiency, ultimately affecting their motivation. In order to
resolve this problem, the teacher must create a stress-free environment through
engaging them in stress-reducing tasks where they can forget that they are in a
classroom. Not surprisingly, these stress-reducing activities come in the form of
games. What is more, games in the classroom can add challenges to an otherwise
uninteresting class, along with increasing the willingness of the students to learn
more comfortably. Correspondingly, Deesri (2002) adds that since learners realize
that they are having fun through games, they are more relaxed and more inclined
to participate. Learners will feel free to communicate efficiently and are
unconcerned about making mistakes. This is particularly beneficial as they will be
able to possess more positive attitudes towards language learning. Some activities
are believed to boost students’ confidence. As Abt (1972) asserts, games enable
students to take on a fictitious character and freely express themselves
confidently. The teacher can play ‘Create a soap opera’ (Wright, Betteridge &
Buckby, 2006, p. 75). This is a good example of utilizing games where students
can freely express themselves in a non-threatening situation as well as allow
students to overcome their fear of speaking in front of others. Overall, it is
believed that students’ achievement and the rate of learning will be increased as a
result of implementing games into the classroom (Zhu, 2012).
Kupeckova (2010) claims that games are an element of socialization among the
students as they have to obey the rules, discover their own abilities during the
game, and compare themselves with other learners, which helps them with self-
appraisal. Through games, students find opportunities of such social and cultural
skills such as getting along with others, being open to diversity, obeying certain
rules, acting upon one’s plans. These skills cannot be acquired through lecturing
like any other subjects. Since social development plays a big role in students’
academic achievement and personal lives (Zins & Elias, 2011; Welford, 2008),
researchers have tested many techniques in order to ensure pupils’ social
development. It has been identified that among all techniques, games are one of
the most ideal and efficient means which boosts socialization (Hendrix et al.,
2009). Likewise, Reuben (1999) contends that active learning, collaboration and
interactivity can all be stimulated through the use of games. This is due to the fact
that participating in an activity requires the learner to revisit the content, thus
enabling students to demonstrate their understanding of the content and apply
them in realistic situations. Games are more effective than lectures as students
have to be aware of the game’s procedures and how to appropriately interact with
other players in order to be successful participants. This is different to a lecture as
students are required to interact with their peers for learning purposes. Therefore,
games are an effective method for delivering instructions to students and guiding
them through stimulating strategic thinking skills and developing their social and
communication skills. (Baker, 1999). Some of the in-class activities that depict
collaborative work are ‘Stand in a line” (Wright, Betteridge & Buckby, 2006, p.
13), ‘Bouncing dialogue’ (Wright, Betteridge & Buckby, 2006, p. 62), Create an
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