An analysis of teachers' implementation of game activities in 4th and 6th grade English classes

Abstract

The purpose of this study was to analyze how elementary school English teachers implement game activities in the 4th and 6th grade English classes. Twenty video-taped elementary English lessons including the game activities were observed in the current study. The game activities were analyzed in terms of the hours, the types, and the teachers talk. The results were as follows. First, most of the teachers conducted the game activities within ten minutes and it coincided with the hours suggested in previous research. Second, most of the game activities were operated by integrating language skills, and more activities focusing on accuracy than fluency were employed. The game activities involving competition were given more weight than those for cooperation. Third, most teachers used English as a dominant instructional language, but language code-switching in some lessons was observed. They used repetition most frequently in providing feedback, followed by comprehension check. It was implied that the teachers should apply various approaches in explaining the activities effectively. It would be necessary to provide reference materials in the teacher s guide to help them adopt balanced activities. The teachers should attempt to analyze their feedback process reflectively and provide various forms of feedback during the game activities.