THE BENEFITS OF USING GAMES IN LANGUAGE LEARNING FOR CHILDREN
Keywords:
Language learning, children, educational games, motivation, cognitive development, communication skills, ESL, classroom activities, game-based learning, teaching strategiesAbstract
This thesis explores the use of games as an effective method in teaching English to children. Traditional teaching techniques often fail to fully engage young learners, whereas games provide a fun, interactive, and low-stress environment that supports language acquisition. The study highlights the cognitive, emotional, and social benefits of game-based learning. It discusses how games enhance memory, focus, motivation, and confidence, while also promoting communication and cultural awareness. Various types of games — including vocabulary, grammar, and speaking activities — are presented as practical tools for classroom use. The paper concludes with strategies for implementation and recommendations for teachers. Overall, the research supports the integration of games as a powerful complement to traditional language instruction.
References
1. Brewster, J., Ellis, G., & Girard, D. (2002). The Primary English Teacher’s Guide (New edition). Pearson Education Limited.
2. Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge University Press.
3. Ersoz, A. (2000). Six games for the EFL/ESL classroom. The Internet TESL Journal, 6(6). Retrieved from http://iteslj.org/Lessons/Ersoz-Games.html
4. Hadfield, J. (1990). Intermediate Communication Games. Longman.
5. Huang, I. Y. (1996). Communicative language teaching through games for elementary school students in Taiwan. Master’s thesis, National Taiwan Normal University.
6. Linse, C. T. (2005). Practical English Language Teaching: Young Learners. McGraw-Hill.
7. Uberman, A. (1998). The Use of Games: For Vocabulary Presentation and Revision. English Teaching Forum, 36(1), 20–27.
