THE USE OF GAMES IN TEACHING ENGLISH TO YOUNG LEARNERS: PRACTICAL EXPERIMENTS AND OBSERVATIONS
Abstract
This study investigates the effectiveness of incorporating games into English language instruction for young learners through a series of practical classroom experiments. Utilizing a mixed-methods research design, the study examines how game-based learning approaches influence vocabulary acquisition, classroom engagement, and the development of communicative competence among early language learners. The research was conducted with two groups of primary school students (ages 6-8) over an eight-week period, comparing traditional instruction methods with game-enhanced lessons.[1]
[1] Schmitt, N. (2008). Review article: Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329-363.
References
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