Abstract
This study is an investigation of the educational games used in Yemeni high school classes. The main objective is to find out the extent to which Yemeni teachers are aware of the utility described in the theoretical part and whether they make use of EFL games in their classes while teaching English. Equally, this study tries to probe into some of the Yemeni EFL learners’ viewpoints towards using EFL games in the learning process-besides shedding light on the types of games they generally prefer. The approach I used was purely quantitative in nature, but I also relied on the qualitative approach. Twenty teachers and one hundred high school students were given a questionnaire about using games in English teaching and learning. The results were analyzed and show that games can be a unique opportunity for teachers to teach meaningfully and communicatively English in real-life contexts as well as the learners encourage and increase cooperation and collaboration among them and acquire the vocabulary easily. Using English teaching EFL games, in my opinion, can mitigate such difficulties facing Yemeni teachers in teaching English. Carefully choosing the right games can help a great deal in encouraging students to learn avidly. Furthermore, good EFL games have a great role to play in creating a stress-free learning atmosphere, and at the same time make it possible for students to practice the desired language skills. The key significance is that games are not mere time-fillers; rather, this study tries to guide and help teachers see when to use games, how to choose games that cater to students’ needs and interests. Based on these results, some practical recommendations were formulated in order to enhance Yemeni EFL teaching and learning through using games.
Highlights
The first question is intended for Yemeni EFL teachers to state their opinions about other benefits and/or drawbacks of using EFL games, and the second is asked to find out when these teachers use EFL games
The questions were addressed to the Yemeni EFL teachers and learners in order to find out their attitudes towards the use of games in Yemeni EFL classes
I tried to see whether Yemeni EFL teachers use EFL games in their classes, how they perceive using games in their classes, and when they use EFL games
Summary
Processes in which the learner is either interacting with another person, in order to assist learning, as in cooperative learning and asking questions for clarification, or using effective control to assist in learning tasks. It appears that games are healthy teaching materials that help a lot of students develop their linguistic skills in group or pair work, in a way that is relaxed and fun Besides improving their interaction, games help learners achieve progress in learning a foreign language in a relaxed and enjoyable manner. The first set of questions is meant to show the learner's attitudes towards the use of games in EFL classes The responses to these questions can be tabulated as follows: Number of Do you like to play language games in the English class? Teaching English through Educational Games in Yemeni High School Classes a quite considerable proportion (32 %) believes that games are as important as grammar exercises This result corresponds to the view of Wright et al (YEAR), that a game context makes the foreign language immediately useful to the learners, especially the young ones. The learners’ answers to these questions reveal the following results: Do you prefer the games which
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