HOW THE STUDENTS’ REACTIONS TO USE GAMES IN THE CLASSROOM ?
Keywords:
game-based learning, classroom games, EFL classroom, student motivation, classroom interaction, communicative competence, educational technology, learner participation, language learning, interactive teaching methods.Abstract
This article examines students’ reactions to the use of games in classroom learning environments, particularly in English as a Foreign Language (EFL) education. The study explores how game-based learning influences students’ motivation, participation, confidence, communication, and overall classroom engagement. The article discusses the theoretical foundations of educational games through the perspectives of cognitive development, social constructivism, and communicative learning approaches. In addition, the research analyzes students’ emotional and cognitive responses to classroom games, highlighting the role of games in reducing anxiety, increasing interaction, and improving language skills. The study also considers practical aspects of using games in classrooms, including teamwork, technology-assisted learning, classroom management, and possible challenges related to game-based activities. The findings indicate that students generally react positively to educational games because games create enjoyable, supportive, and interactive learning environments. The article concludes that properly organized classroom games significantly improve learners’ motivation, participation, and academic performance.
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