Learning through play an experimental design of games in learning English grammar at the Basic level

Abstract

Grammar acquisition is thought to be critical to language acquisition. However, the traditional approach to delivering vocabulary items and grammar rules appears to be difficult for English as a Second Language (ESL) learners. Additionally, studying grammar is frequently seen as a tedious and arduous task. The situation becomes more difficult when the learners are primary school children and the teaching and learning focus is grammar, an activity often regarded as uninteresting and tedious. An alternative teaching approach, which actively involves learners, whiles learning in fun and creative ways, motivating, challenging, engaging their mental processes, and reducing classroom anxiety and fear, is desired and encouraged for fruitful language teaching and learning process. In this regard, this study’s main purpose was to find out the impact of game-based instruction on learners’ English grammar acquisition and use. The design chosen for this study is the quasi experimental placed in a positivist paradigm. Data was collected from a sample of 82 Basic (4) four learners, using a simple random sampling technique, through researcher made tests and demographic questionnaire. Data was analyzed using ANCOVA in the Statistical Package for Social Sciences (SPSS). Findings revealed that the use of games in teaching improved students understanding and use of English grammar and as such, concluded that games were effective in assisting learners acquire grammar. It is recommended that teachers of English Language adopt alternative teaching methods, such as games, that are fun, creative, and engaging to teach grammar as it helps learners grasp grammar rules easily.