THE DIDACTIC POSSIBILITIES OF TEACHING ENGLISH TO PRIMARY SCHOOL STUDENTS THROUGH GAME TECHNOLOGIES
Keywords:
Game Technologies, Didactic Potential, Primary Education, English Language Teaching (ELT), Gamification, Young Learners.Abstract
This study examines the pedagogical potential of incorporating game technologies into English as a Foreign Language (EFL) instruction for primary school students aged 6 to 11. Employing a mixed-methods design, the research assesses how educational games and gamification strategies improve learner motivation, engagement, and the development of specific language skills, particularly vocabulary and listening comprehension. Results demonstrate that game-based methods create an effective learning setting that corresponds to the psychological and cognitive characteristics of young learners, promoting intrinsic motivation and lowering anxiety. The paper affirms that game-based learning serves as a potent instructional approach with considerable didactic value for enhancing EFL results in primary education.
References
Deterding, S., Khaled, R., Nacke, L., & Dixon, D. (2011). Gamification: Toward a definition. Proceedings of the CHI 2011 Gamification Workshop.
Gee, J. P. (2007). What Video Games Have to Teach Us About Learning and Literacy. Palgrave Macmillan.
Krashen, S. D. (1985). The Input Hypothesis: Issues and Implications. Longman.
Pica, T. (2013). Second Language Acquisition: Key Concepts and Issues. Wiley-Blackwell.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
