Classroom Activities and English Grammar Learning among students
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Abstract
The objective of this study is to examine the effectiveness of integrating games into grammar instruction for young learners, as perceived by English as a Foreign Language (EFL) teachers in primary schools. A questionnaire was distributed to collect opinions from a sample of English language teachers (n=15). The results of the research showed that EFL teachers have varied perspectives on the use of games in grammar teaching, consistent with existing literature. The study suggests that whilst EFL teachers recognise the effectiveness of incorporating games for grammar instruction, they do not incorporate games into their classrooms as frequently as expected. In addition, the study discussed the factors influencing teachers' decisions regarding game integration. Analysis indicated that time constraints, curriculum demands, and perceived challenges in managing classroom dynamics were significant considerations. Despite recognising the potential benefits of gamified grammar instruction, teachers faced practical obstacles in implementation. The study recommends targeted professional development to address these challenges, emphasising practical strategies for seamlessly incorporating games into the curriculum. By bridging the gap between theoretical acknowledgement and practical application, educators can enhance the integration of games, fostering a more engaging and effective grammar learning environment for young EFL learners in primary schools. Further research could explore specific training interventions and their impact on teachers' game integration practices.
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