An investigation into the impact of language games on classroom interaction and pupil learning in Libyan EFL primary classrooms

Abstract

The present investigation is guided by the assumption that using a language games-based approach is likely to provide more learning opportunities for pupils through creating an enjoyable learning environment which will enhance pupil-pupil and teacher-pupil interaction. This study involves the use of language games in teaching English to young Libyan learners in two state schools in Libya's capital, Tripoli. One hundred 11 year old pupils and two teachers took part in this study. Pupils were divided into four classes, two traditional classes and two language games classes. Activities based on language games replaced some activities presently in the course book. The main purpose of the study is to explore the nature of classroom interaction in Libyan EFL primary classrooms and how this is affected by the use of language games. The study also aims to discover the teachers' perceptions concerning the use of language games and their impact on pupil learning in action. The study employed a multi-method research design based on a combination of quantitative and qualitative research methods. Data was gathered by means of live classroom observation using computerised observation software as well as videorecording, stimulated recall and semi-structured interviews with teachers, and the analysis of pupil-pupil talk during a spot-the differences game. The coding scheme used as a general framework in this study was adapted from the work of Sinclair and Coulthard (1975). Transcripts of the observations were coded and analysed at the level of acts. The nature of classroom interaction in the traditional classes and language games-based classes was compared. The overall findings revealed that, although teachers still dominated the talk and controlled classroom discourse, some significant differences were found in the nature of classroom interaction between traditional and language gamesbased classes. It also emerged that pupils who used language games were more successful than their counterparts in traditional classes in producing more and longer utterances containing English. It was also found that the teachers participating in this study developed positive perceptions concerning the use of language games.