The Effective Implementation of Educational Games in Teaching English Grammar

Fateme Mehrjoo

doi:doi:10.11648/j.ijetl.20240201.11

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The Effective Implementation of Educational Games in Teaching English Grammar

Fateme Mehrjoo

Published in International Journal of English Teaching and Learning (Volume 2, Issue 1)

Received: 20 August 2023 Accepted: 7 September 2023 Published: 23 January 2024

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Abstract

This study aimed to examine the effectiveness of using games in teaching English grammar to Iranian EFL learners. A mixed-methods research design was employed, incorporating quantitative and qualitative data collection methods. Two groups were formed, with the experimental group instructed using games and the control group taught through traditional methods. Pre- and post-tests were administered to both groups, and data analysis was conducted using SPSS software to evaluate the statistical significance of the mean score differences between the groups. Additionally, qualitative data were obtained through participant interviews to gain insights into their experiences and perceptions of learning English grammar through games. The findings revealed that the experimental group, taught using games, demonstrated a significant improvement in their grammar knowledge when compared to the control group. Furthermore, the qualitative data obtained from interviews indicated that games utilized in grammar instruction can enhance motivation and engage learners, thereby fostering an enjoyable and effective learning experience. The outcomes of this study suggest that incorporating games into English grammar instruction can offer a more engaging and effective teaching approach, resulting in enhanced learning outcomes. These findings contribute to the existing literature on employing games as a pedagogical tool for teaching grammar, particularly in the context of Iranian EFL learners.

Published in	International Journal of English Teaching and Learning (Volume 2, Issue 1)
DOI	10.11648/j.ijetl.20240201.11
Page(s)	1-7
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Teaching Grammar, Game, Educational Games, Teaching English

References

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[2]	Huang, L., & Peng, Y. (2020). A Game-Based Learning Approach to English Grammar Instruction for Primary School Students in China. Education Sciences, 10(5), 108. https://doi.org/10.3390/educsci10050108
[3]	Klopfer, E., Osterweil, S., & Salen, K. (2009). Moving Learning Games Forward. The Education Arcade.
[4]	Qiao, Y., Eslami, Z. R., & Khajavy, G. H. (2018). Game-Enhanced English Grammar Learning: An Investigation on Iranian EFL Learners' Grammar Achievement and Game Attitudes. Teaching English with Technology, 18(4), 120-139.
[5]	Saricoban, A., & Metin, E. (2000). Songs, verse and games for teaching grammar. The Internet TESL Journal, 6(10).
[6]	Silvers, S. M. (1982). Language games: A moment of amusement or a true and useful means of education TESOL Quarterly, 16(1), 55-64.
[7]	Wang, Q., & Sun, J. (2019). The effectiveness of game-based learning in English grammar education. International Journal of Emerging Technologies in Learning (iJET), 14(11), 4-15.
[8]	Widdowson, H. G. (1978). Teaching language as communication. Oxford University Press.
[9]	Spada, N., & Lightbown, P. M. (1993). Instruction and the development of questions in L2 classrooms. Studies in Second Language Acquisition, 15(2), 205-224.
[10]	Spada, N., & Lightbown, P. M. (1998). Form-focused instruction: Isolated or Integrated? TESOL Quarterly, 32(2), 179-197.
[11]	Long, M. H. (1991). Focus on form: A design feature in language teaching methodology. In K. de Bot, R. Ginsberg, & C. Kramsch (Eds.), Foreign language research in cross-cultural perspective (pp. 39-52). John Benjamins Publishing Company.
[12]	Larsen-Freeman, D. (1995). The grammar dimension in instructed second language learning. Applied Linguistics, 16 (2), 141-158.
[13]	Richard-Amato, P. A. (1988). Making It Happen: Interaction in the Second Language Classroom: From Theory to Practice. Longman.
[14]	Hansen, (1994). Autoregressive Conditional Density Estimation.
[15]	Wierus and Wierus, (1994). The Effects of Using Games on English Vocabulary Learning.
[16]	Qiao, H., Eslami, Z. R., & Khajavy, G. H. (2018). Enhancing grammar acquisition through game-based teaching among Iranian EFL learners. TESOL Quarterly, 52(1), 78-94.
[17]	Wang, L., & Sun, Y. (2019). The effectiveness of different types of games in improving grammar knowledge: A comparative study. Language Teaching Research, 23(4), 567-586.

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Mehrjoo, F. (2024). The Effective Implementation of Educational Games in Teaching English Grammar. International Journal of English Teaching and Learning, 2(1), 1-7. https://doi.org/10.11648/j.ijetl.20240201.11

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ACS Style

Mehrjoo, F. The Effective Implementation of Educational Games in Teaching English Grammar. Int. J. Engl. Teach. Learn. 2024, 2(1), 1-7. doi: 10.11648/j.ijetl.20240201.11

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AMA Style

Mehrjoo F. The Effective Implementation of Educational Games in Teaching English Grammar. Int J Engl Teach Learn. 2024;2(1):1-7. doi: 10.11648/j.ijetl.20240201.11

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@article{10.11648/j.ijetl.20240201.11,
  author = {Fateme Mehrjoo},
  title = {The Effective Implementation of Educational Games in Teaching English Grammar},
  journal = {International Journal of English Teaching and Learning},
  volume = {2},
  number = {1},
  pages = {1-7},
  doi = {10.11648/j.ijetl.20240201.11},
  url = {https://doi.org/10.11648/j.ijetl.20240201.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijetl.20240201.11},
  abstract = {This study aimed to examine the effectiveness of using games in teaching English grammar to Iranian EFL learners. A mixed-methods research design was employed, incorporating quantitative and qualitative data collection methods. Two groups were formed, with the experimental group instructed using games and the control group taught through traditional methods. Pre- and post-tests were administered to both groups, and data analysis was conducted using SPSS software to evaluate the statistical significance of the mean score differences between the groups. Additionally, qualitative data were obtained through participant interviews to gain insights into their experiences and perceptions of learning English grammar through games. The findings revealed that the experimental group, taught using games, demonstrated a significant improvement in their grammar knowledge when compared to the control group. Furthermore, the qualitative data obtained from interviews indicated that games utilized in grammar instruction can enhance motivation and engage learners, thereby fostering an enjoyable and effective learning experience. The outcomes of this study suggest that incorporating games into English grammar instruction can offer a more engaging and effective teaching approach, resulting in enhanced learning outcomes. These findings contribute to the existing literature on employing games as a pedagogical tool for teaching grammar, particularly in the context of Iranian EFL learners. 
},
 year = {2024}
}

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TY  - JOUR
T1  - The Effective Implementation of Educational Games in Teaching English Grammar
AU  - Fateme Mehrjoo
Y1  - 2024/01/23
PY  - 2024
N1  - https://doi.org/10.11648/j.ijetl.20240201.11
DO  - 10.11648/j.ijetl.20240201.11
T2  - International Journal of English Teaching and Learning
JF  - International Journal of English Teaching and Learning
JO  - International Journal of English Teaching and Learning
SP  - 1
EP  - 7
PB  - Science Publishing Group
SN  - 2997-2566
UR  - https://doi.org/10.11648/j.ijetl.20240201.11
AB  - This study aimed to examine the effectiveness of using games in teaching English grammar to Iranian EFL learners. A mixed-methods research design was employed, incorporating quantitative and qualitative data collection methods. Two groups were formed, with the experimental group instructed using games and the control group taught through traditional methods. Pre- and post-tests were administered to both groups, and data analysis was conducted using SPSS software to evaluate the statistical significance of the mean score differences between the groups. Additionally, qualitative data were obtained through participant interviews to gain insights into their experiences and perceptions of learning English grammar through games. The findings revealed that the experimental group, taught using games, demonstrated a significant improvement in their grammar knowledge when compared to the control group. Furthermore, the qualitative data obtained from interviews indicated that games utilized in grammar instruction can enhance motivation and engage learners, thereby fostering an enjoyable and effective learning experience. The outcomes of this study suggest that incorporating games into English grammar instruction can offer a more engaging and effective teaching approach, resulting in enhanced learning outcomes. These findings contribute to the existing literature on employing games as a pedagogical tool for teaching grammar, particularly in the context of Iranian EFL learners. 

VL  - 2
IS  - 1
ER  -

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Author Information

Fateme Mehrjoo

Teachers’ Training Department, Farhangian University, Zahedan (Sistan & Baluchistan) Branch, Iran

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Plain Text BibTeX RIS

APA Style

Mehrjoo, F. (2024). The Effective Implementation of Educational Games in Teaching English Grammar. International Journal of English Teaching and Learning, 2(1), 1-7. https://doi.org/10.11648/j.ijetl.20240201.11

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ACS Style

Mehrjoo, F. The Effective Implementation of Educational Games in Teaching English Grammar. Int. J. Engl. Teach. Learn. 2024, 2(1), 1-7. doi: 10.11648/j.ijetl.20240201.11

Copy | Download

AMA Style

Mehrjoo F. The Effective Implementation of Educational Games in Teaching English Grammar. Int J Engl Teach Learn. 2024;2(1):1-7. doi: 10.11648/j.ijetl.20240201.11

Copy | Download

@article{10.11648/j.ijetl.20240201.11,
  author = {Fateme Mehrjoo},
  title = {The Effective Implementation of Educational Games in Teaching English Grammar},
  journal = {International Journal of English Teaching and Learning},
  volume = {2},
  number = {1},
  pages = {1-7},
  doi = {10.11648/j.ijetl.20240201.11},
  url = {https://doi.org/10.11648/j.ijetl.20240201.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijetl.20240201.11},
  abstract = {This study aimed to examine the effectiveness of using games in teaching English grammar to Iranian EFL learners. A mixed-methods research design was employed, incorporating quantitative and qualitative data collection methods. Two groups were formed, with the experimental group instructed using games and the control group taught through traditional methods. Pre- and post-tests were administered to both groups, and data analysis was conducted using SPSS software to evaluate the statistical significance of the mean score differences between the groups. Additionally, qualitative data were obtained through participant interviews to gain insights into their experiences and perceptions of learning English grammar through games. The findings revealed that the experimental group, taught using games, demonstrated a significant improvement in their grammar knowledge when compared to the control group. Furthermore, the qualitative data obtained from interviews indicated that games utilized in grammar instruction can enhance motivation and engage learners, thereby fostering an enjoyable and effective learning experience. The outcomes of this study suggest that incorporating games into English grammar instruction can offer a more engaging and effective teaching approach, resulting in enhanced learning outcomes. These findings contribute to the existing literature on employing games as a pedagogical tool for teaching grammar, particularly in the context of Iranian EFL learners. 
},
 year = {2024}
}

Copy | Download

TY  - JOUR
T1  - The Effective Implementation of Educational Games in Teaching English Grammar
AU  - Fateme Mehrjoo
Y1  - 2024/01/23
PY  - 2024
N1  - https://doi.org/10.11648/j.ijetl.20240201.11
DO  - 10.11648/j.ijetl.20240201.11
T2  - International Journal of English Teaching and Learning
JF  - International Journal of English Teaching and Learning
JO  - International Journal of English Teaching and Learning
SP  - 1
EP  - 7
PB  - Science Publishing Group
SN  - 2997-2566
UR  - https://doi.org/10.11648/j.ijetl.20240201.11
AB  - This study aimed to examine the effectiveness of using games in teaching English grammar to Iranian EFL learners. A mixed-methods research design was employed, incorporating quantitative and qualitative data collection methods. Two groups were formed, with the experimental group instructed using games and the control group taught through traditional methods. Pre- and post-tests were administered to both groups, and data analysis was conducted using SPSS software to evaluate the statistical significance of the mean score differences between the groups. Additionally, qualitative data were obtained through participant interviews to gain insights into their experiences and perceptions of learning English grammar through games. The findings revealed that the experimental group, taught using games, demonstrated a significant improvement in their grammar knowledge when compared to the control group. Furthermore, the qualitative data obtained from interviews indicated that games utilized in grammar instruction can enhance motivation and engage learners, thereby fostering an enjoyable and effective learning experience. The outcomes of this study suggest that incorporating games into English grammar instruction can offer a more engaging and effective teaching approach, resulting in enhanced learning outcomes. These findings contribute to the existing literature on employing games as a pedagogical tool for teaching grammar, particularly in the context of Iranian EFL learners. 

VL  - 2
IS  - 1
ER  -

Copy | Download