Using Games to Promote English as a Foreign Language Learners' Willingness to Communicate: Potential Effects and Teachers' Attitude in Focus.

Ehsan Namaziandost,Fei Liu,Ehsan Rezvani,Balachandran Vadivel

doi:10.3389/fpsyg.2021.762447

Abstract

This study aims to find out the role of games in promoting students’ willingness to communicate (WTC) and their teachers’ attitude toward it. In order to collect the data, the researchers employed a 28-item questionnaire which was given to 60 English as a Foreign Language (EFL) learners in an English institute. Then, the students were randomly divided into two groups of 30 learners functioning as control and experimental groups. The students in the experimental group received games in their language lessons and classes, while control group learners did not. At the end of the term, the same questionnaire was given to the students to know if playing games had a significant impact on their WTC. In addition, the teachers were asked to answer a 30-item questionnaire to investigate their attitudes toward playing games in language classes. The results showed that most of the teachers in this study believe that games have a positive influence on the students’ attitudes towards learning English and that using them in class serves many educational purposes. In addition, games played a significant role in improving the EFL leaners’ willingness to communicate. In the light of these findings, the researchers suggested using games as energizers and practical activities at the end of class not only to improve enthusiasm for learning, but also to improve the learners’ WTC.

Highlights

Lack of inspiration and motivation, using traditional methods of learning and teaching, being discouraged by their teachers and instructors, and having a fear of not learning English are some of the fundamental difficulties in learning to speak English correctly and fluently
A willingness to communicate questionnaire was given to the control group and experimental group to investigate their willingness to communicate before doing any treatment
Considering the first research question, the results of the present study indicate that playing games in classes can have a significant effect on Iranian English as a Foreign Language (EFL) learners’ willingness to communicate

Summary

Introduction

Lack of inspiration and motivation, using traditional methods of learning and teaching, being discouraged by their teachers and instructors, and having a fear of not learning English are some of the fundamental difficulties in learning to speak English correctly and fluently. Due to not having enough self-confidence, learners - especially young ones - face more problems in this area. To overcome this trouble, some teachers believe that games, integrating ones into the teaching process, could increase students’ desire and willingness to learn more and communicate in classrooms in all levels and from different interests. Situations are analyzed in terms of gains and losses of opposing players They are applied in various aspects of life and different areas of study such as economics, mathematics, science, and language. McFarlane et al (2002) agreed with Sim City (2002) in the respect that they all showed the importance of cooperative games, competitive games, and communication games as one of the most important ways to teach efficiently in a language class

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