Important roles of games in English language learning

2465 IMPORTANT ROLES OF GAMES IN ENGLISH LANGUAGE LEARNING Nguyen Huynh Tan Loi, Nguyen Binh Anh Quoc, Tran Pham Phuoc Khang, Bui Thi Ha Chau, Nguyen Thi My Phuc Faculty of English, Ho Chi Minh City University of Technology (HUTECH) Supervisor: Tran Kim Hong (MA) ABSTRACT Language learning requires lots of consistent effort. Games help and encourage many learners to sustain their interest and work. Among the many language learning methods, learning English through games is regarded as an effective way to improve language comprehension. Based on this notion, this paper aims to highlight different kinds of classroom games, and discuss the benefits as well as the drawbacks of these games in English learning and teaching. Keywords: Games, entertainment, interaction. 1 INTRODUCTION Many people think that playing games is just a form of entertainment for children but it's not good for future development, especially for learning foreign languages. However, in regard to education purpose, playing the game, in fact, will bring not only relaxation but also create smarter educational activities (Aldrich, 2005). Thanks to these games, students can obtain several benefits such as strengthening their language skills, developing social skills and building strong relationships during peer interaction (Harper, Symon & Frea, 2008). Games also boost students’ interactions and create a meaningful context for language use (Wright, Betteridge, & Buckby, 1992). 2 DEFINITION OF GAME A game is regarded as a structured form of play for enjoyment and sometimes used as an educational tool. Games are different from work, which is usually carried out for remuneration and set themselves aside from art, which is more often an expression‛ of aesthetic or ideological elements‛ (Ara, 2009). However, the difference is not significant as many games can be considered as work (such as professional players of spectator sports or games) or art (such as jigsaw puzzles or games involving an artistic layout such as Mahjong, solitaire, or some video games) (Mcghie & Buchheit, 2013). Key components of games include goals, rules, challenge, and interaction. In general, games involve either mental or physical stimulation, or both (Gredler, 1996). Many games develop practical skills, serve as a form of exercise, or play educational, simulational, or psychological roles (Gredler, 1996). 2466 Activities in form of games ‚add a variety to dry, serious process of language instructions‛ (Das, 2014). ‚Edutainment‛ is coined as a term that refers to an integration of ‚education‛ and ‚entertainment‛, a hybrid genre that relies heavily on visual material, on narrative or game like formats, and on more informal, less didactic style of address. This brings forward both fun and learning together (Kazanci& Okan, 2009). 3 DIFFERENT TYPES OF GAME Figure 1: Different kinds of classroom games 3.1 Traditional classroom games Information gap games: This type of game is classified into two categories. One is filling words and the other one is filling the word meanings. Sometimes, teachers mix words with meanings to make the game more challenging for their students to find out synonyms or antonym (Uberman,1998). Role play games/dramas (RPGs): A type of game in which a group of students take on roles of different characters in a story for which they create their own roles together (Bowman, 2010). Then those small chunks of stories are rearranged so that students start to role play. This amazing game helps students memorize vocabulary ,grammars, and improve their acting talents (Sökmen,1997). Guessing games: A guessing game is a game where the object is to predict some missing information, such as a word, a phrase, a title, a place or something that the teacher want to give to student. Many of the games are played cooperatively. In many guessing games, some students who know the answer cannot tell the other, they have to act or do the symbol for the other to find out the missing information (Ara, 2009). 3.2 Modern games Computer games: Computer games have been remarkably improved and developed. Many computer games easily help everyone learn English better because players have many chances to learn new words everyday and they will have to find out the meaning of the words so that they can move to the next round. Without doubt, this type of game helps learners remember the word longer over a period of time (Granic, Lobel & Engels, 2014). 2467 Mobile games: Smartphone, an important device, has allowed learners to get access to various games for learning English. With the convenience of smartphone, learners can learn English in the easiest way (Granic et al., 2014). 4 BENEFITS AND DRAWBACKS OF GAMES 4.1 Benefits of games It has been proven that the games have a positive and effective influence on the learning of foreign languages (Michael & Chen, 2005). Games encourage creative and spontaneous use of language (Michael & Chen, 2005). Games help the teacher to create contexts in which the language is useful and meaningful (Wright et al., 1992). Games develop learners' multiple intelligences (Mora & Gomez, 2001). It is believed that games are improve the class pace or have some fun by promoting socialization, group work, and the creation of values. Through games, learners realize the importance of mutual respect and cooperation as keys to succeed (Mora & Gomez, 2001). However, despite many advantages of games mentioned above, without a clear pedagogical approach and teachers' instruction, games can do more harm than good. If a game is not played for the learning growth, game should be avoided (Mora & Gomez, 2001). 4.2 Drawbacks of games The first disadvantage of games is creating a noisy classroom (Mubaslat, 2012). Online games may have more harmful effects as it may cause addiction and consume time which should be allocated for learning activities. Cyberbullying also occurs when children get involved in online gaming. Children playing games online may lead to online abuse. Children may also download games from sites that may infect computers with the virus (Diana, 2010). 5 CONCLUSION Nowadays, many schools start to focus on teaching English with the us of game embedded in the curriculum so that games can reduce the pressure while studying and help learners improve their language learning process (Kohl & Cook, 2013). This makes games an important part of learning a second language as they foster learning opportunities (Mora & Gómez, 2001). 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