Effectiveness of Game-based Language Teaching in Young Learners’ Classes in the KRI: Students’ Achievements and Teachers’ Perceptions

Abstract

This study investigated the impact of game-based language teaching on students’ vocabulary and grammar acquisition while also analyzing teachers’ perceptions of this instructional approach in the Kurdistan Region of Iraq (KRI). Recognizing the transformative potential of games in enhancing student engagement and learning outcomes, the research employs a mixed-methods approach. The data were collected through pre-tests and post-tests, as well as teacher interviews to assess both student progress and educators’ perceptions of game-based language learning. A total of 74 elementary-level students (aged 12-14) in grade 6 participated in the study, which examined the impacts of game-based language teaching on grammar and vocabulary learning also 20 of various ages and educational backgrounds participated in the qualitative component which involved interviews with them using 15 structured questions learn more about their experiences with GBL. Bingo and Pictionary are two examples of educational games that were used to improve learning results and student engagement.  The findings indicate that game-based activities significantly improve young learners' vocabulary retention and grammar acquisition, participation, and overall motivation. Challenges such as classroom management and resource limitations were identified despite the advantages. The study underscores the necessity for ongoing professional development for educators to effectively integrate game-based strategies into their teaching practices. Ultimately, the research advocates for the continued use of game-based learning as a valuable tool in language education, fostering a dynamic and interactive learning environment.