DIGITAL AND NON-DIGITAL GAMES IN YOUNG LEARNER EFL CLASSROOMS AT WARTIME IN UKRAINE

Abstract

The present study aims to investigate the gaming habits of young learners (YLs) in the process of learning English as a foreign language and examine the role non-digital or conventional and digital games play in teaching English to young learners. It examines both conventional games used in the classroom and digital games played outside of formal instruction. Reasons for playing these two types of games were elicited from the children who were additionally asked about the preferences concerning playing games alone (solitary play) or with peers (collaborative play), in the English classroom or beyond it, i.e. preferred contexts for gameplay (classroom vs. home). The survey was conducted in Ukraine in a particularly challenging period in February and March, 2023, marked by the aftermath of COVID-19 and the subsequent declaration of martial law in the country. An online questionnaire was designed to collect data from our participants aged 10-13. The questionnaire was then administered to the children, and a total of 175 completed questionnaires yielded valuable results that formed the foundation of the study’s analysis. Findings revealed that in the current war-torn Ukraine most frequently preference is demonstrated for conventional games which are played within the structured environment of the English classroom. These games were perceived by YLs as a means offering them to alleviate the burdens of everyday stress while simultaneously facilitating lively and engaging peer interaction in English. Conversely, digital games were preferred for home-based play primarily due to their inherent entertainment value, essentially bringing them pleasure and enjoyment. One of the most crucial implications to be gleaned from this research lies in the urgent need for educators to actively integrate age-appropriate and educationally sound digital games and applications into their existing EFL curricula. By strategically incorporating these digital tools, educators can effectively supplement formal language instruction, fostering a more multifaceted and engaging learning experience for their young learners.