Open AccessThe Impact of Classroom Games on the Acquisition of Second Language Grammar
Author(s) -
Jerome C. Bush
Publication year - 2015
Publication title -
language in focus
Language(s) - English
Resource type - Journals
ISSN - 2300-9764
DOI - 10.1515/lifijsal-2015-0007
Subject(s) - grammar , mathematics education , turkish , test (biology) , class (philosophy) , whiteboard , psychology , subject (documents) , computer science , multimedia , linguistics , artificial intelligence , philosophy , paleontology , library science , biology
While games are a common classroom activity, not much empirical evidence supports the use of games in L2 grammar classrooms for late teens and adults. This intervention study focused on 34 Turkish learners of English as a second language. The intervention group was exposed to three class period of games, while the comparison group had three class periods of traditional instruction (e.g. worksheets and whiteboard explanations). A pre-test, a post-test, and a delayed post-test were given. T-tests were performed on the scores from each test and a mixed (with-subject and between group) ANOVA was conducted. Additionally a survey was conducted to determine the experience of the students. Results of the statistical analyses were not significant, but the students reported being motivated by the games. It is recommended that teachers use games in their grammar classrooms about once a week.