GAME-BASED LEARNING IN TEACHING ENGLISH TO YOUNG LEARNERS

Abstract

Game-Based Learning (GBL) is widely recognized as an effective pedagogical approach in teaching English to young learners. This article examines the theoretical foundations and practical implications of using games in English as a Foreign Language (EFL) classrooms at the primary level. The study aims to analyze how game-based activities influence vocabulary acquisition, motivation, classroom interaction, and communicative competence. A qualitative research design was employed, including classroom observations and analysis of instructional practices among learners aged 7–10. The findings indicate that systematic integration of educational games enhances learner engagement, reduces anxiety, and improves language retention. The study concludes that game-based learning serves as a powerful instructional strategy for fostering both linguistic and social development in young learners.