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Conference paper

EFL Teachers’ Perspectives: Exploring Attitudes Towards Game-Based Method of Teaching

  • Tsanko I. — Uzhhorod National University · scientific supervisor: ass. prof. Holyk S. V.

«Актуальні питання лінгвістики, світової літератури та художнього перекладу» · Львівський національний університет імені Івана Франка, факультет іноземних мов · Львів, 2024 · 2024

Conference paper

What it's about

Games in the English classroom have long been seen as a way to energise a group and lift motivation. But what do teachers themselves make of them? Ivan Tsanko surveyed eight EFL teachers at Svalyava School №1 and gathered their answers to five questions about the game-based method. It turned out that every one of them has some experience of using games in class, yet they reach for them infrequently: most admitted they play games only rarely. And five of the eight are convinced that a game complements the usual methods rather than replacing them.

Why so? It is not that teachers are against games. Quite the opposite: almost none of them had received any dedicated training in the game-based method, yet plenty are keen to master it. In other words, the main obstacle lies not in teachers’ attitudes or unwillingness, but in the shortage of methodological training. Give teachers hands-on workshops and ready-made scenarios, and games would turn from rare guests into a regular part of the lesson. That, the author argues, is exactly where the effort should go.

First published in

«Актуальні питання лінгвістики, світової літератури та художнього перекладу» · Львівський національний університет імені Івана Франка, факультет іноземних мов · Львів, 2024 · pp. 77–78 · 2024

AbstractEnglish

Efforts to motivate students and foster engagement in language learning environments often prompt educators to explore innovative pedagogical approaches. Drawing upon existing research indicating motivational benefits of the game-based method of teaching, this study investigates the perspectives of eight EFL (English as a Foreign Language) teachers from Svalyava School №1 through a structured survey. The study underscores the need for further professional development opportunities to support EFL teachers in effectively integrating game-based methods into their pedagogical practices.

Keywords
  • EFL
  • game-based method
  • language instruction
  • attitudes
  • professional development
  • student engagement
  • pedagogical innovations

A large number of studies and scientific works prove that the use of such non-traditional methods as games or interactive tasks helps to increase the motivation of students. A prominent British researcher Judy Willis has proven that interactive elements and entertainment increase levels of dopamine, endorphins and oxygen – all of which help us to learn better. In particular, she argues that the positive emotions, evoked by games, are perceived by students as a source of motivation for attending classes and taking an active part in the learning process [3, p.78].

The action research was conducted in Svalyava school №1. The participants of this research study were 8 EFL teachers. The data were collected using structured survey, consisting of 5 questions with answer options, aimed at identifying and exploring EFL teachers’ opinions and beliefs regarding the game-based method of teaching. The questions were as follows:

  • Have you ever used game-based methods in your teaching activities in EFL classroom?
  • How often are your students engaged in game-based language learning activities in your English classes?
  • Do you think that game-based methods should be used as a supplementary or primary method in English language teaching?
  • Have you received any training or professional development related to game-based language teaching?
  • Would you like to receive more training or professional development related to game-based language teaching?

According to the survey findings (Q1), all the teachers have had some experience with incorporating games into their classes. It is a positive sign, as it indicates that teachers are open to using innovative and engaging methods to enhance their students’ learning experience. However, despite having the experience of using games in their English language lessons, the frequency with which they do so varies significantly. The majority of teachers confirm they use games “Rarely,” which may suggest that they encounter obstacles or difficulties when attempting to include games into their lectures (Q2). These obstacles or challenges may include a lack of resources, time restraints, or doubts regarding the efficacy of game-based learning strategies. A significant number of teachers (5 out of the total number of teachers surveyed) believe that game-based methods should be used as a supplemental method in English language teaching (Q3), which implies that many EFL do not see game-based methods as the main strategy for teaching languages. Despite the lack of professional development or training in game-based language teaching (as indicated in Q4), there is a significant level of interest among EFL teachers in expanding their knowledge (Q5). This demonstrates the potential for further professional development opportunities in this area.

Overall, this survey revealed that majority of teachers rarely integrate games into their classes. The survey suggests that while English language teachers are generally positive about the potential benefits of game-based methods, there are significant barriers to implementing them, including insufficient training and professional development. Workshops or training programs could address these challenges by providing teachers with insights into the potential benefits and limitations of game-based methods, as well as strategies for effectively integrating them into their lessons.

References

  • [1] Lewis G., Gunther B. Games for children. Oxford: Oxford University Press, 2008. 149 p.
  • [2] Ni Luh Ayu Budi Hari Ningsih. The Importance of Game-Based Learning in English Learning for Young Learners in the 21st Century. The Art of Teaching English as a Foreign Language. 2023. №4(1). P. 25–30.
  • [3] Willis J. Research-Based Strategies to Ignite Student Learning: Insights from a Neurologist and Classroom Teacher. New York: ASCD, 2006. 125 p.

About the author