The Effectiveness of Using Educational Games to Improve English Teaching - Report Example

The Effectiveness of Using Educational Games to Improve English Teaching Name: Institution: Table of Contents Table of Contents 2 Introduction 3 Background Information 3 Research Questions 4 Study Objectives 4 Rationale 4 Literature Review 5 3. 0 Methodology 7 3.1 Sources of Data Used 7 3. 2 Theoretical Framework 8 Challenges of using educational games in classrooms 9 4.0 Analysis 9 5.0 Conclusion and Recommendation 11 5.1 Conclusion 11 5.2 Recommendations 11 References 12 The Effectiveness of Using Educational Games to Improve English Teaching Introduction Background Information Although the education systems in Saudi Arabia and Western countries may have significant differences, the two regions, like other parts of the world, recognize the use of English language in both spoken and written communication (Indriawan, 2016). Therefore, improving English communication in the two regions has become the primary goal of language teachers. Furthermore, most of the policies created in the field of education today focus on interactive class sessions and teachers’ abilities to encourage positive classroom participation and self-expression. Additionally, policymakers and professionals in the field of education believe that classroom activities including educational games can be used to increase student-talk as well as promoting positive collaboration among students with a focus on communicative goals. Educational games are consistently preferred over other classroom activities because they can be used at all levels of education and also to improve other relevant skills relating to listening, reading, speaking and writing. In one of his studies entitle, “Training Foreign Language Teachers: A Reflective Approach,” Wallace (1991) identified the need to engage students through instructional games. According to this researcher, involving students in educational games raises their awareness and competition towards better academic performances. With instructional games, teachers find it easy to achieve positive social objectives, improved verbal communication, and high student’s self-concept. All these factors determine the ability of teachers to enhance classroom performance, individual’s ability to express their feelings and thoughts, development of reasoning and capacity of learners to face the challenges of English language with excitement and confidence. The primary goal of this study is to determine the effectiveness of using educational games to improve English learning in Saudi Arabia and Western Countries. The entire research revolves around the following questions and objectives: Research Questions 1) How are educational games used in the teaching of English in Saudi Arabia?  2) How are educational games used in teaching English in western countries? 3) What are the similarities and differences between Saudi Arabia and Western countries in the use of educational games in the teaching of English? Study Objectives 4) To determine how educational games are used in the teaching of English in Saudi Arabia?  5) To determine how educational games are used in the teaching English in western countries? 6) To identify the similarities and differences between Saudi Arabia and Western countries when it comes to the use of educational games in the teaching of English? Rationale The use of educational games is important to both English teachers and students because it encourages classroom collaboration and development of communication skills. A focus on the similarities and differences between the two regions based on how they use educational games to improve classroom activities will help policymakers and professionals in the field of education to identify the strengths and weaknesses of their education policies. Similarly, each region may have the opportunity to explore and adopt some of the beneficial classroom practices that with enhance English learning. The specific educational standards set by the two regions can as well be adopted to enhance English teaching and students’ performance in areas of communication. Literature Review In Saudi Arabia, educational games have been used to create pleasurable pressure and challenges. When engaging through educational games, participants are left with no option apart from identifying the specific processes that can be followed to attain fun goals. Larsen-Freeman (2001) in his books entitled “Techniques and Principles in Language Teaching” indicated that educational games are critical features that teachers and learners can use to develop enjoyable tension in a common communicative platform. According to this research, students in Saudi Arabia find instructional games fun to play (Omar & Hamzah, 2014). Therefore, teachers, in most cases, use the positive perception of students to introduce educational games. Such classroom activities add variation to English lesson, motivate students to participate in class for a longer duration, and provide credible incentives that can be used to teach English. The teaching process in Saudi Arabia involves creating a notion that English language is useful in instructional games so that even the most reluctant students can learn how to communicate in English. The available pieces of evidence indicate that through games and other interactive classroom practices, students get that opportunity to learn English in the same was toddlers struggle to learn their mother tongue. The introduction of instructional games in both private and public schools have helped shy students to participate in classroom activities without realizing that they are studying. In another study dubbed “Teaching through games,” Al-Rashaid (2010) stated that teachers in Saudi Arabia use educational games to prevent students from engaging in routine classroom activities. According to the researcher, students enjoy learning when their break from the traditional language class to instructional language. In other words, teachers in Saudi Arabia use instructional games as a means of motivating students to face language class and also to lower anxieties that may come when learning new concepts (Barrett, 2007). The teachers also use games to promote language practices in different skills including “speaking,” “writing,” “listening,” and “reading.” Similar to the case of Saudi Arabia is the use of educational games in western countries. Researchers hold the common view that instructional games are majorly used to encourage positive interactions and participation in classroom activities. Therefore, in both Saudi Arabia and Western Countries, instructional games have become one of the tools used to create meaningful contexts for English learning. The fact that games are at times highly interesting and motivating means that teachers can use them to promote the performance of week students. At an advanced stage of English learning, Saudi Arabia and Western countries use games to help students share their opinions and feelings about English language and to determine the best methods that can be used to promote learning activities. Moreover, teachers in the two regions use games to relax the minds of students so that they can learn and retain new English vocabularies easily (Fredericks, 2013). When it comes to policy development, educators from Saudi Arabia and Western Countries believe that instructional games can be used to create a fair competition and keep students interested in classwork. Through fair competition, it becomes easy to improve how students use English language when communicating amongst themselves. Contrary to Saudi Arabia, Western countries use educational games to promote instructional capabilities of learning institutions and also to influence preferences and behaviours of students. Most Western countries believe that through instructional games, teachers are motivated to utilize the available education services, improve class participation, and management interventions (Barrett, 2009). Therefore, teachers in these countries use games to manage students’ participation rate rather than promoting collaborative behaviours. While instructional games are being introduced in Saudi Arabia for the first time, Western Countries have been using educational games to eliminate the weaknesses associated with traditional English learning and teaching techniques. Western countries, therefore, used instructional games primarily to assist teachers develop and put communicative language teaching methods into practice. Zhu (2012) in his research indicated that Western countries, through instructional games, take into consideration all the factors that can affect students’ abilities to acquire new communication skills. According to this research, the western education system tend to focus more on operability, psychology, and linguistic developments. Policymakers from Western Countries believe that instructional games can be used to ensure positive psychological development, which have impact on the ability of students to learn and acquire new skills. Racial segregation and gender bias are among the common factors that inhibit learning in most Western countries (Piller & Skillings, 2005). However, through instructional games, teachers promote an environment that facilitate inclusive learning. 3. 0 Methodology The exploratory study looked at the benefits and the potential of using educational games to improve the competency of Saudi Arabian students in the English language. The study asked three research questions throughout the investigation: 1) How are educational games used in the teaching of English in Saudi Arabia?; 2) How are educational games used in teaching English in western countries?; and 3) what are the similarities and differences between Saudi Arabia and Western countries, in the use of educational games in the teaching of English? 3.1 Sources of Data Used The research used secondary data sources in the form of journals from various reputable institutions. All the journals used are available online, are carefully outlined in the reference section, and were helpful in analysing the effectiveness of educational games in improving English teaching. 3. 2 Theoretical Framework Data collection and analysis was based on the principles of constructivism theory. The theory was formed by Jean Piaget and John Dewey and posits that knowledge is garnered through experiences, experiments, and social activities (Fosnot, 2013). According to the theory, an individual retains ideas and concepts when they are fully immersed in an activity. Hence, application of this theory to a learning set up may help students grasp important concepts and their general performance. Using the Bruner’s three constructive principles, the research can determine how the theory applies to the construction and the learning of the English curriculum. The study used the principles three main pillars: 1) must be structured in such a way that the student quickly grasps the concept; 2) Must blend experience with concepts in such a way that makes it interesting enough for the student to learn the new idea; and 3) Must help the learning process beyond what is taught by the teacher (Bruner & Haste, 2010). 3.3 Previous Studies on the use of Educational Games to Learn English Studies by Ahmad (2016) revealed a considerable gap in learning English between those who used games and those who did not. The study determined that out of those students who used educational games to study, 25% obtained marks of 100% in speaking and listening. 30% achieved marks of 90% in pronunciation. Conversely, none of the students who relied only on traditional learning methods got marks between 80% and 100%. On the other hand, 65% of the students who used educational games had 90% to 100% marks in grammar with only 10% of the traditional learners obtaining the same range of marks. The results are summarized below: Table 1: Traditional English learners against students who utilize educational games in English learning From the study, it is evident that the use of educational games was useful in aiding English learning among students. They loved the lessons since they were given a chance to listen and learn about grammar and accentual patterns quickly through games they enjoyed, as compared to traditional learners. The study by Ahmad recommends that when learning the English language, the student must be able to effectively apply the acquired concepts to everyday conversations. They also enhance their learning skills when they listen to native speakers at their playgrounds, on radio, on TV, and on chat forums. Challenges of using educational games in classrooms Educational games lead to a noisy and a rowdy classroom, especially when the students are excited. Therefore, it may become a difficult task for the educator to settle them back down and introduce a different concept. Thus, the educator must be adequately trained in using educational games to teach their students. They must also have the ability to strike a balance between the traditional learning methods and the use of educational games in such a way that the learner still gets a good and enjoyable learning experience. 4.0 Analysis The English curriculum in Saudi Arabia is still not well developed. However, the fact that it is taught at the lowest educational level shows a promise of future development of the language within Saudi Arabia and the possibility of more English speakers in the country in future. The literature used also reveals some challenges faced by the English curriculum in Saudi Arabia. For instance, the language is taught in Arabic in most of the learning institutions. However, English and Arabic have significant phonetic differences, which makes the learning process confusing for students. For students to effectively learn a new language, they must be able to consistently practice it by using the language in their everyday activities. Hence, they must fully immerse themselves in the language to be able to grasp it fully. Such is the principle of constructivism theory, which helps the students in the learning process since they act as the protagonists to their own learning experience. The current English curriculum in Saudi Arabia has not fully embraced educational games in their learning hence minimizing the effectiveness of the learning process (Elyas, 2008). Brenner’s principle is effective when 1) it can integrate concepts and experiences in a way that makes it interesting for students to learn 2) the concepts are structured in such a way the student easily grasps the lesson, and 3) the student can apply the concepts learned beyond the classroom environment (Tuncer, 2009). Therefore, a careful analysis reveals that educational games utilize these concepts effectively. For instance, games are about the application of what one has learned to a particular scoring system. The competitiveness, fun and social nature of the games make it interesting for students to participate in them and hence enhances their desire of grasping the English language in which the games are based. The games are also structured in such a way that the difficulty increases with each level the learner advances. After certain stages, the games played become more complicated and demand a better command of language and cognitive skills. Such ensures that the learner is not stuck in one stage for long and therefore advances their understanding of the language. Therefore, the students have a degree of control of the game and strive to enhance their grasp of the lesson. In the West, educators integrate English as part of their curriculum and believe that this is an effective teaching method as it captures the interest of their students. The long history of including such games in the learning process has led to the evolution of different and more exciting games hence enabling young learners to grasp concepts that are still levels above them. This in turn facilitates their learning and makes it easier for them to master the English language. Students in the West are not better speakers of English than students who live in Saudi Arabia. The difference comes in the fact that these students are immersed in the learning of the language and have more opportunities for practicing and expressing what they have learned. Unlike their counterparts from Saudi Arabia, they can engage one another in English, are surrounded by English media, and are taught English using the same language. These factors make it easier for students in the West to learn English when compared to those learning in Saudi Arabia. 5.0 Conclusion and Recommendation 5.1 Conclusion The use of educational games uses the constructivist model, which involves students fully immersing themselves in their learning. In Saudi Arabia, this may not be so easy due to the cultural differences and phonetic challenges posed by introducing English games to learners. However, educators must appreciate that such a model of learning forms the best way for students to grasp and apply new concepts. The games also have levels, which means that learners are not stuck on a single stage of learning and can refine their English with each level they progress to. 5.2 Recommendations The analysed literature reveal that the use of educational games has significant benefits to the learning of English language by learners. Therefore, this study recommends that educational games should be included as part of the English curriculum in Saudi Arabia. The best way of achieving this is through the introduction of different games at the various levels of learning to the extent that the learners at that stage are most comfortable with. A typical class usually begins with the teacher stepping into the room and introducing new concepts theoretically. After explaining the ideas to the entire class, the teacher should then introduce a practical session in the form of an educational game, which will enable the students to be practical in their application of the concepts taught in class. Such a practical approach encourages participation in the class and enhances a better understanding of the introduced concepts. Finally, the teacher must remain proactive throughout the gaming class. It is advisable for the teacher to walk around and guide the students as they go about their activities. The educator must show them the right way to conduct the game in a manner that gets the most out of the learning activity. References Ahmad, J. (2016). Technology Assisted Language Learning is a silver bullet for enhancing Language competence and performance: A Case Study. International Journal of Applied Linguistics & English Literature, 118-131. Al-Rashaid, Abdul Rahman. (2010). “Teaching through games”. English Teaching Forum, 1(12), 36-39. Barrett, A. M. (2009). The education Millennium Development Goal beyond 2015: prospects for quality and learners. Bristol, UK: EdQual Working Paper, 13. Barrett, A., Ali, S., Clegg, J., Hinostroza, J. E., Lowe, J., Nikel, J., ... & Yu, G. (2007). Initiatives to improve the quality of teaching and learning: A review of recent literature. Report for. Bruner, J. S., & Haste, H. (Eds.). (2010). Making Sense (Routledge Revivals): The Child's Construction of the World. Routledge. Elyas, T. (2008). The attitude and the impact of the American English as a global language within the Saudi education system. Novitas-Royal, 2(1), 28-48. Fosnot, C. T. (2013). Constructivism: Theory, perspectives, and practice. Teachers College Press. Fredericks, E. J. (2013). Exploring Grade 3 teachers’ strategies in the teaching of writing literacy (Doctoral dissertation, Cape Peninsula University of Technology). Indriawan, D. (2016). “Improving Students’participation in Learning English by Using English Board Game” (A Classroom Action Research at the First Grade of SMA Negeri Kebakkramat in the Academic Year 2015/2016) (Doctoral dissertation, Universitas Sebelas Maret). Larsen-Freeman, Diane, (2002), “Techniques and Principles in Language Teaching”. Oxford University Press. Omar, H. M., & Hamzah, N. N. (2014). What Happened With Pupils’ Oral Production When Engaged in Games? Jurnal Pemikir Pendidikan, 5. Piller, B., & Skillings, M. J. (2005). English Language Teaching Strategies Used by Primary Teachers in One New Delhi, India School. TESL-EJ, 9(3), n3. Tuncer, C. A. N. (2009). Learning and teaching languages online: a constructivist approach. Novitas-Royal, 3(1), 60-74. Wallace, Michael J. (1991), “Training Foreign Language Teachers: A Reflective Approach”. Cambridge University Press. Zhu, D. (2012). Using games to improve students' communicative ability. 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