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integrates grammar-related games as a variation when
teaching in the prescribed
curriculum and syllabus to enliven the lecturing, this ultimately leads to the
achievement of the anticipated learning outcomes for both the teacher and
students. In addition, the teacher can take on the role of a manager or organizer of
activities instead of the role of a formal instructor, when playing games. This is
not only a pleasant experience for the teacher but also effective in reducing
teacher-student relationship barriers. Games can give variation to the range of
learning circumstances and can also be used to change the rate of the speed of a
lesson and also maintain the motivation of students.
Since games can renew
students’ energy before returning to formal learning, the real learning begins and
students can use the target language much better they have practiced previously.
All language games provide an effective and highly versatile pedagogic aid for
language educators in EFL contexts when they are used appropriately and
effectively.
Despite its advantages, games reap some criticisms on their implementation in
language classes. Toth (1995) argues that teachers cannot play games in class
because students make too much noise. Some students love to scream and shout in
their desperate attempt to encourage the members of their team, especially in
competitive games where the desire to win is high. Although every teacher is
proud to see that their students are actively
participating in the activity, this may
prove to be quite disturbing for the teacher next door who is trying to silently
conduct their lesson. Regarding this issue, Boerescu (2013) suggests that teachers
can explain the situation to the class and ask students to keep the noise level to a
minimum by setting up rules for a game. For example, students are only allowed
to whisper when communicating with each other, anyone who breaks the rule is
penalized. Another issue, some EFL teachers tend to occasionally communicate in
the teachers’ and learners’ first language. This can be a hindrance in achieving
communicative competence, especially speaking skills. Yolageldili and Arikan
(2011) argue that in English language learning,
particularly in young learners,
there is a necessity to speak in the mother tongue between teachers and students
since some games have a complicated structure and rules to understand. This will
enable students to understand the intricate rules in English language classroom
games and successfully participate in them. From a pedagogical perspective, a
problem arises that games are regarded as are waste-of-time activities). Many
teachers consider that the role of games is just a break from a monotonous
teaching routine. They use games as activities preceding the main activities of the
day or a time filler at the end of a course. Games are regarded as marginal
activities to fill up spare time. However, Huyen and Nga (2003) argue that games
can be used as a teaching tool for teachers to accomplish learning outcomes in
class. Aside from their fun elements, with
thorough preparation, games will have
high pedagogical value (Richard- Amato, 1996). This is supported by the
reasoning that the inclusion of games as an integral part in teachers’ language
syllabus can be exerted as a diagnostic tool for highlighting students’ difficulties.
In other words, games can function as a testing mechanism, which will expose
areas of weaknesses and the necessity for remedial as well as getting immediate
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feedback for the teachers. Likewise, students can improve their performance in
English class through fun activities
consisting of reinforcing, reviewing, and
enriching for the materials they have been exposed to and have done earlier.
In conclusion, students’ competence and active participation in class have been
stimulated by fun foreign language teaching methods to correspond with rapid
changes in today’s curricula. This essay has highlighted the importance of games
in English language classrooms from both students’ and teachers’ perspectives.
Despite several criticisms, the use of games is regarded as the most effective way
to teach language as it provides opportunities for realistic interactions and
communication. Furthermore, games can also lower anxiety and increase
motivation, ultimately making the acquisition of the language more successful.
Through fun activities, the meaning of lexical and grammatical
learning will be
more clearly experienced and this will be instilled in students’ memory as well as
the development of students’ social skills. Since games add variety to the learning
atmosphere, teachers will benefit by reviewing and extending the materials in a
pleasant and entertaining way as well as adding variation to their teaching
repertoire. It is highly recommended for teachers to apply games as a main
alternative strategy in the English language classroom. This encourages an active
learning atmosphere as well as stimulates students’ interest in an English language
classroom and ultimately delivering desired learning outcomes in EFL contexts.
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