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Improving Students' Speaking Proficiency Using Games

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Improving Students' Speaking Proficiency Using Games

Abstract

This report presents findings on enhancing students' speaking proficiency utilizing

games. The study aimed to investigate the integration of language games into the classroom

as an effective pedagogical approach. A qualitative research design was employed, involving

a purposeful sample of high school students in the second year of English as a foreign

language. Data collection methods included semi-structured interviews, classroom

observations, and document analysis. Thematic content analysis identified major themes.

Results demonstrated that language games fostered motivation, reduced anxiety, improved

communicative competence, and facilitated lexical and grammatical acquisition. While

challenges like time constraints and diverse proficiency levels existed, the benefits

outweighed the obstacles. The study underscores the need for teacher training and a balanced

approach to games in language acquisition.

Keywords: Students, Language Games, Speaking Proficiency

Method

Research Design

This study uses qualitative action research for investigating and analyzing classroom

practices. The design facilitates collaboration and critical reflection, enabling teachers and

researchers to enhance language instruction. Teachers actively participate throughout the

research process (Mavaza & Khalif, 2019).

Participants

The participants in this action research project include a purposeful sample of thirty

female high school students, focused on second-language speakers. Ethical considerations

ensure informed consent. The age range of the students is sixteen to eighteen, with
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proficiency levels between A2 (Elemental) and B1 (Intermediate) according to the Common

European Framework of Reference for Languages (CEFR). Due to the limited proficiency of

the participants, communication with the authors is mainly in Arabic, using Arabic, and little

English.

Instrument

The primary data collection instruments for this study include semi-structured

interviews, classroom observations, and document analysis. The semi-structured interviews

allow researchers to investigate students' perspectives, experiences, and attitudes toward

language acquisition through games.

Procedure

This section involves collecting and treating data in any given field. In this action

research project, data collection and analysis will occur iteratively and is vital for answering

the research question "How can incorporating games into language instruction improve

students' speaking proficiency?" Classroom observations will employ non-participant

observation to gather qualitative and descriptive data on language game implementation,

student interactions, and teacher facilitation (Mavaza & Khalif, 2019). These observations

provide real-time insights into game activities and their impact on speaking proficiency.

The second step involves interviews with teachers and students. Semi-structured

interviews offer an opportunity to explore the participants' experiences, attitudes, and

perceptions regarding language acquisition through games. The interviews can take place

individually or as focus group discussions, allowing for open-ended questions and in-depth

discussions (Kamboh et al., 2019). Audio recording and transcriptions of the discussions will

be utilized for accurate data analysis. The research considers the important aspect of student

and teacher permission for recording and digitizing the discussions (Kettowska & Smirnova,

2021).
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Data Analysis

Data analysis will follow a systematic and thematic approach. Particularly the

approach suggested by Robinson et al. (2021), who offered an eight-step approach for fun

reading, was utilized in this paper. All field notes obtained from classroom observations and

the interviews will be read manually to understand the conceptual framework of the project's

purpose.

Results

This report presents the findings obtained from the assessment of students through

games and the action research study. The findings offer valuable insights into how learning

foreign languages in a fun manner resulted in positive impacts on the experiences of the

students. Many students indicated that they needed to enhance their speaking skills through

fun and engaging activities. As a result, students reflecting on language acquisition through

games showed much improved speaking proficiency skills in terms of confidence, fluency,

and vocabulary use. Overall, students favored language acquisition whereby they showed

constant enthusiasm and willingness to participate in various game activities in the

classroom. The research highlights the students' challenges and needs in acquiring secondary

languages while stressing the gains obtained through enjoyable activities. In addition, non-

participant observation helped generate credible data confirming that games in the classroom

help achieve the objective discussed above. In short, it is fair to assert that games positively

impacted foreign language learning.

References

Kamboh, S. A., Mandan, I. N., Lone, M. A, Ullah, M. A., Riana, R. L., & Abareen, K.

(2019). Teachers Professional Development through Action Research. International

Journal of Language Education and Teaching, 7(3), 606-623.

Kettowska, K., & Smirnova-Lyahr, O. (2021). Te Ambivalence of Intercultural/non-

Intercultural Online Teaching and Learning in the times of Covid-19: A Case Study.

Pazmany Peter Catholic University. Comunicar, 28(2), 111–119.

https://doi.org/10.3916/C62-2021-01

Mavaza, A., & Khalif, I. (2019). Exploring Classroom Discourse through Action Research:

Zambian Teacher and Student Perspectives. Journal of African Studies in Education,

1(1), 103–116. https://doi.org/10.28936/jase.23156727.a2019.01.03

Robinson, L. S., Chambers, S. A., Peele, P., Stewart-Sicking, J., Clark, L. Y., Jones, L.-Sy,

/nal K./ron, & Chavis, A. M. (2021). Fun Over Fatigue: A Framework for Engaging in

Equitable and Productive Research Readings in Health Professions Education.

http://jmchshpe.pubpub.org/pub/whc14r3m