GAME-BASED LEARNING AND ITS IMPACT ON MOTIVATION IN YOUNG EFL CLASSROOMS
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Keywords: game-based learning, motivation, young learners, EFL, classroom engagement, learning environment, questionnaires, classroom observations##article.abstract##
Abstract
This study investigates the impact of game-based learning (GBL) on motivation
among young learners in English as a Foreign Language (EFL) classrooms.
Recognizing motivation as a critical factor in successful language acquisition, the
research explores whether integrating educational games enhances student engagement
and enthusiasm. A quasi-experimental design was implemented with two groups of 7–
10-year-old learners over an eight-week period. The experimental group participated
in regular game-based activities, while the control group received traditional
instruction. Data were collected through motivation questionnaires and classroom
observations. Results indicated a significant increase in motivation levels among
students exposed to GBL, with higher participation and enjoyment observed during
lessons. These findings highlight the potential of GBL as an effective strategy to foster
intrinsic motivation and create more dynamic EFL learning environments. The study
suggests incorporating varied and age-appropriate games into young learners' curricula
to support language development.
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