Combining Reading with a Game: An Interactional Approach in an EFL Classroom

Authors

  • Mouhamed DIOP Université Cheikh Anta Diop de Dakar, Avenue Cheikh Anta Diop, Dakar, Po BOX: 5005, Senegal

Keywords:

integration, ELT, edutaining activities, games, reflective practice

Abstract

The principle of integration still has a long way to go in English language teaching (ELT). There is undoubtedly a wide gap between reading, writing and edutaining activities. However, bridging such a gap should not pose problems as long as teachers master the art and craft of mixing without breaking. Classroom observation proves that after teaching a lesson on the use of prepositions of place, teachers generally give learners practical exercises and move on to another activity or lesson. This is irrelevant as learners’ ability to use prepositions of place will not go beyond being able to identify them in a sentence or being able to use them in sentence-building. Even if learners mastered both of these skills with prepositions of place, the problems would probably persist. Now as this paper combines receptive skills with productive sub-skills, it reinforces as well the idea that games participate in creating a relaxed atmosphere in the English language classroom. My findings reveal that games not only resolve learners’ emotional and cooperative problems but also help build a strong teacher-learner rapport. To carry out this study, I did empirical research with quantitative and qualitative data based on a reflective practice approach.

References

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Idem.

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Idem.

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Published

2022-10-26

How to Cite

DIOP, M. (2022). Combining Reading with a Game: An Interactional Approach in an EFL Classroom. International Journal of Social Sciences: Current and Future Research Trends, 15(1), 71–85. Retrieved from https://ijsscfrtjournal.isrra.org/index.php/Social_Science_Journal/article/view/1129

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Articles