Evaluating the Role of Games in Developing English Language Learning in Basic Schools

Abstract

This study is aimed to evaluate the role of games in developing English language learning in basic schools. At this study the researcher wants to prove that SPINE series do not contain enough games with concentrating on the first three books. Also prove that Classroom games have different ways to enhance English language learning and improve pupils’ language in very useful and joyful ways. In another hand, the researcher wants to show teachers how to use games through their teaching stages. The methodologies used were descriptive and experimental one. The population of the study were primary school teachers and pupils, the subjects were (15) teachers from Khartoum state, students from different four classes (each class from different school) participated at this study. The researcher uses three different tools to collect data, interviews for expert teachers, observation for different schools (two governmental and two private schools) and analyses of (3) first books of SPINE series. The study hypothesized that the first three books of SPINE series don’t have enough games. Classroom games motivate pupils to learn more English language also affect their performance in learning language and improve their skills. The games values saved when teachers train their pupils from early time of the year how to play games. Using Classroom Games through lesson are more valuable than using them separately. The analysis from the collected data illustrated that, there are enough Classroom Games at the first three books of SPINE series, but the syllabus designers make most of them as a revision with concentrating on iii vocabulary and spelling. Also the study find Classroom Games deal with different learning styles and give pupils chances to learn through their own ways, so they motivate pupils to participate and interact with each other in English language; even shy pupils try to interact, improve and enhance their language. When teachers train their students from the beginning of the year they avoid misunderstanding of games rules which may lead students to distract their attention and west games values. Using classroom games through lesson are more valuable than using them separately, they depend on the lesson but it time dose not enough to use them. The study presented some recommendations, the most important one is: When the teachers choose Classroom Games they must concentrate on games which have great values in language learning with consider lesson time, number of pupils and lesson aims and design the lesson plan according to that.