USING GAMES TO TEACH ENGLISH THROUGH INTEGRATED SKILLS

Abstract

This study examines how game-based learning (GBL) can improve students’ communicative competence in English as a Foreign Language (EFL) classrooms through the integration of listening, speaking, reading, and writing skills. Traditional teaching approaches in many EFL settings still rely heavily on grammar-focused instruction, which often limits students’ opportunities to communicate naturally. In contrast, game-based activities encourage interaction, reduce anxiety, and increase learner motivation.

The research used a mixed-methods design involving 120 undergraduate students over a sixteen-week academic semester. Participants were divided into an experimental group and a control group. While the control group followed traditional instructional practices, the experimental group participated in structured games designed to combine multiple language skills within a single activity.

The findings revealed that students exposed to integrated game-based instruction demonstrated higher levels of communicative proficiency, participation, and collaborative engagement than those in the traditional classroom setting. The results suggest that when games are carefully connected to curricular objectives, they can become an effective tool for holistic language development. The study also offers recommendations for curriculum planning and future research related to the long-term impact of game-based instruction in EFL contexts.