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

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:

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.