Introduction
Playing is a fundamental aspect of life for people of all ages, significantly influencing children's development from infancy through middle childhood (ages 6-12) As children mature, their play evolves into more structured games that involve rules and specific objectives, fostering essential communication skills The informal nature of these games encourages students to engage and practice their fluency in a supportive environment In Iceland, the national curriculum for foreign languages highlights the importance of communication and creating a positive learning atmosphere to stimulate interest in foreign languages and cultures Incorporating games into language learning not only aligns with these educational goals but also ensures that the process remains enjoyable for students, enhancing their overall learning experience.
A review of the literature of Games
Games
Teaching has evolved significantly in recent years, shifting from a passive learning model to one that encourages active participation Today, students engage more dynamically in the classroom, and incorporating games is an effective way to foster this active learning environment (Steve Sugar, 1998, p 3).
The national curriculum for foreign languages in Iceland emphasizes the importance of diverse teaching methods to engage and maintain student interest Teachers can foster this diversity by incorporating creative activities and balancing individual and cooperative learning Notably, the curriculum encourages the use of games as an effective teaching strategy, including role-playing, imitation games, theatrical expression, and problem-solving activities, which are suitable for all stages of language learning.
Howard Gardner's theory of multiple intelligences posits that humans possess eight distinct types of intelligence He advocates for exploring educational topics through six different approaches to effectively engage all students in the classroom This multifaceted method enhances learning opportunities and caters to diverse learning styles.
Exploring "the personal way" involves examining whether specific topics can be effectively approached through methods like role play and interactive activities (Gardner, 2006, p 142) Additionally, Armstrong (2000) advocates for the use of board games as a teaching strategy, particularly beneficial for students with interpersonal intelligence, as they create an engaging environment for student interaction.
Games play a crucial role in the language classroom for several reasons Primarily, they provide an enjoyable learning experience that can engage students who might otherwise be disinterested This engagement is essential, as active participation is key to effective teaching and learning By incorporating games, teachers can foster a more dynamic environment that encourages students to take an active role in their education.
Games are essential in fostering relationships and promoting a sense of equality among participants Incorporating games into the classroom not only cultivates a friendly and positive atmosphere but also allows for varied seating arrangements, breaking away from the usual setup This diversity contributes to an engaging and dynamic learning environment.
Many individuals learn a language primarily to use it in real-life situations, such as during travel Incorporating games into language learning can effectively simulate these scenarios, enhancing students' fluency through practical practice Additionally, when teachers utilize games, they empower students to take on more responsibility and engage actively in their learning process This shift not only fosters independence but can also significantly boost students' confidence levels.
Language learners benefit from exposure to the language in diverse contexts, a need that games effectively address Additionally, students must approach their learning experiences with an open mind and a willingness to engage, which games facilitate.
Language students must engage emotionally with the material, as experiencing strong emotions like happiness, excitement, amusement, and suspense can enhance their learning When students feel positively about their language exposure, it significantly boosts their overall language acquisition and retention.
Games can greatly benefit shy students and those with low confidence, especially in smaller group settings This allows them to express themselves in front of a limited audience, reducing the pressure of speaking in front of the entire class The relaxed atmosphere of gameplay often helps students overcome their shyness, as the focus shifts from grammatical accuracy to fluency, encouraging them to engage more freely (Langran & Purcell, 1994, p 12-14).
Games can effectively enhance teaching across various subjects by igniting students' interest and engagement Suitable for learners of all ages, they complement traditional teaching methods, fostering a diverse educational environment (Ingvar Sigurgeirsson, 1999, p 80) A 2006 study conducted in Iceland highlighted the necessity for such diversity in schools, with many participants expressing dissatisfaction with a lack of varied teaching approaches.
9 about the lack of diversity, and that they wanted more of it in order for their learning to become more fun and progressive in their school (Lovísa, Laufey & Samúel 2006.p 34)
Incorporating games into the classroom is essential, as many children today have limited opportunities for play due to societal changes, such as urbanization and increased traffic, which make parents more cautious about outdoor activities As a result, passive entertainment like television and computer games has become more appealing, leading to a decline in outdoor play among children compared to 10 to 20 years ago This trend poses significant risks, including potential health issues stemming from a lack of physical activity, as some games promote movement (Masheder, 1989, p 3) Additionally, the reduction in playtime can hinder the development of social skills, as children learn important societal rules and norms through games, as noted by Piaget (Cole, Cole).
While games are typically intended for enjoyment, they can sometimes lead to negative outcomes, such as hurtful comments or actions among players In a classroom setting, teachers must manage games carefully to ensure a positive experience for all participants, preventing feelings of vulnerability or bullying It's also crucial to recognize that not every game is suitable for every classroom or student group, making the selection process challenging A successful educational game should strike a balance between fun and challenge, as emphasized by Steve Sugar (1998).
Teachers must carefully select games for classroom use, as a game that works well for one teacher or student group may not be suitable for another (Ingvar Sigurgeirsson, 1995, p 3) It is essential for teachers to assess the characteristics of the participating group and establish a clear objective that the chosen game should help achieve (Alanna Jones, 1998, p 14).
Creating engaging games for a specific group of students can be challenging, as it's essential to ensure the game aligns with the subject matter and is appropriate for the students' age Teachers should also avoid overly complicated games, as this could lead to decreased interest or feelings of frustration among students.
Game categories
Educational games can be categorized in various ways, one of which is based on their model According to Ingvar Sigurgeirsson (1995), these categories include games designed for splitting larger groups into smaller ones, introductory games, group games, physical games, scavenger hunts, educational games, theoretical expression games, drawing and coloring games, educational card games, word games, story games, and question games.
Another way of dividing educational games is by categorizing them into co-operative games and competitive games Although competitive games can be a useful way to get some
Co-operative games are an effective way to enhance students' focus and teamwork skills by emphasizing collaboration over competition, which helps prevent damage to self-confidence and can improve learning outcomes (Masheder, 1989) These educational games can be categorized by age group or by skills such as writing, reading, speaking, and listening However, many games may fit into multiple categories, making the classification process complex.
2.2.1 Games for dividing larger groups into smaller groups
In group activities, effective games can facilitate the division of larger groups into smaller ones One engaging game for this purpose is "Group Dividing by Miming." In this game, the teacher prepares notes with specific roles, ensuring there are enough notes for the desired number of students in each group For example, if the teacher needs four students per group, they create four notes for each role, such as "teacher" or "clown." Each student receives a note and must keep it hidden from others Once everyone has their note, they begin to act out their roles while observing their peers to identify others with the same role This interactive approach allows students to naturally form their groups based on shared roles.
Sigurgeirsson.1995.p 19) An activity like this can also be very good because it “breaks the ice” and prepares the students for the group work
Engaging language games can enhance classroom interaction and learning One effective activity is "Searching for People," where students circulate the classroom asking peers about their experiences, such as living on a farm or traveling to Spain, all while using the target language Another valuable game is "Stating the Names," where students sit in a circle and take turns introducing themselves, but must first repeat the names of those who went before them, increasing in difficulty as the game progresses To adapt this for language learning, teachers can encourage students to share a personal interest that begins with the same letter as their name, further promoting language use and memory skills.
My name is Anna, and I love apples A fun activity for students is to create alliterative phrases using adjectives that start with the same letter as their names, such as "Sigga super" or "Anna awesome," which also helps teach them about adjectives For children with names that begin with unique Icelandic letters, like ặsa, ír, or ịúr, the rules can be adapted by allowing them to choose adjectives starting with the second or third letter of their names.
The game "Fruit Basket" is an engaging group activity that enhances listening, memory, and reflex skills Participants sit in a circle, each assigned a fruit name, while one person stands in the middle without a chair When a fruit name is called, those with that fruit must stand and switch seats, while the person in the middle tries to claim one of the vacated seats If successful, the new player in the middle then calls out a different fruit name This game can be easily adapted for various contexts by substituting fruit names with other categories, such as clothing, family names, or types of food, making it versatile for different learning objectives.
One engaging physical game suitable for language classrooms is "Walking the Line," where participants must walk along a line while completing tasks such as walking backwards or balancing a book on their heads (Ingvar Sigurgeirsson, 1995, p 71) To enhance language learning, teachers can give instructions in the target language, such as "everyone has to walk backwards." Another example is "Simon Says," where one player, acting as Simon, issues physical commands like "jump" or "clap your hands." This game is categorized as physical due to the nature of Simon's commands, making it an effective tool for promoting language skills through movement and interaction.
Activities such as "Simon Says" exemplify the Total Physical Response (TPR) teaching method, which emphasizes language acquisition through observation and comprehension before verbal expression TPR is considered an effective approach for learning foreign languages for two key reasons: it lowers stress levels associated with language learning and enhances the overall learning experience.
Learning a new language can be an enjoyable experience, much like how children acquire their native language Children are immersed in their language environment for several months before they begin to speak, highlighting the importance of exposure in the language learning process.
Savage hunt games are ideal for language classrooms as they engage students in reading and listening activities in the target language By incorporating puzzles like crossword puzzles and word searches, teachers can enhance comprehension and problem-solving skills The creative potential for these scavenger hunts is limitless, allowing educators to design unique and interactive learning experiences tailored to their students' needs.
The "mail game" serves as an effective educational tool, particularly for language learning, by engaging participants in delivering "mail" to designated locations To implement this game, teachers can create envelopes labeled with specific themes, such as "kitchen," "bedroom," and "bathroom." Each envelope should contain letters with words that correspond to its label, like "knife" for the kitchen or "refrigerator" for the same category This interactive approach not only enhances vocabulary but also reinforces understanding of different spaces within a home.
In a classroom activity centered around a "kitchen" theme, each student receives a designated amount of "mail" to address with their name The objective is to successfully deliver all the mail, with the first student to complete the task correctly declared the winner (Ingvar Sigurgeirsson, 1995, p 113).
The game "Who Am I?" is an engaging educational activity that encourages teamwork and critical thinking In this game, students are divided into two teams, with each student taking turns to act out a specific profession assigned by the teacher The opposing team guesses the profession by asking yes or no questions, fostering interactive learning Scoring is structured to reward teams for correct inquiries and successful identifications, with one point awarded for a yes response and five points for correctly guessing the actor's profession (Ingvar Sigurgeirsson, 1995, p 121).
An example of a game from the category: drawing- and coloring games can be a game called “drawing in a foreign language” That game is very similar to the “who am I” game
In this activity, students engage in drawing on the blackboard rather than performing, allowing them to explore various types of vocabulary beyond just professions, including nouns, verbs, and adjectives (Sunna Viðarsdóttir, 1998).
Bingo is an effective educational card game for language teaching, as it allows teachers to call out words while students match them to corresponding pictures on their cards, or vice versa This engaging activity encourages students to comprehend the vocabulary, enhancing their language skills through visual association.
Games and the four areas
Writing is a skill that must be learned, making it often perceived as difficult or tedious, especially in a target language This perception can be exacerbated by the association of writing with homework, which many students dislike, and the lack of immediate feedback that contrasts with conversational interactions Additionally, some educators mistakenly use writing as a form of punishment, further discouraging students To combat these negative experiences, incorporating games into writing instruction can be highly effective, as they provide motivation and a clear purpose for writing Games also create opportunities for feedback, as peers can take on the role of readers Teachers can easily find a variety of interactive writing games online or create their own, such as activities that involve rearranging sentences to form a formal letter, making writing more engaging and enjoyable for students.
Many individuals recall enhancing their listening skills through various activities during their school years While these listening exercises can be effective, it’s crucial for educators to maintain versatility in their methods to avoid student boredom Incorporating games into listening activities can help keep students engaged and motivated in their learning process.
Engaging students effectively reduces boredom and enhances their likelihood of achieving academic goals A prime example of an effective listening game is the well-known classic that captivates attention and fosters active participation.
In the game "Simon Says," one player assumes the role of Simon and issues commands such as "Simon says jump" or "Simon says stop jumping," which all participants must follow However, if Simon simply says "everybody jump" without the key phrase, players should not comply This game tests listening skills and attention to detail, making it a fun and engaging activity for all ages.
"Simon Says" is a game where participants must pay close attention to determine which commands to follow and which to ignore This activity not only enhances listening skills but can also be an effective tool for vocabulary training.
The national curriculum emphasizes the significance of teaching communication, as it is essential for language proficiency It highlights the necessity for students to engage in unpredictable, real-life communication rather than solely relying on scripted dialogues To facilitate this practice, the curriculum recommends incorporating games as an effective teaching method.
Despite the emphasis on communication skills in the national curriculum, many teachers struggle to effectively teach these skills to students A study focusing on English instruction in elementary schools highlights this gap in teaching practices.
In 2006, a study revealed that only 10% of English teachers in Iceland consistently used the target language in 9th and 10th-grade classrooms, with 66% using it often or sometimes, and 24% seldom employing it Consequently, 39% of students reported rarely responding in English, while a striking 75% did not communicate in English with peers This lack of target language use by teachers likely influences student engagement To address this issue, incorporating games in the classroom can enhance communication skills by focusing on fluency rather than accuracy, encouraging students to participate without fear of criticism for making mistakes Practicing fluency is essential for real-world application, and games effectively bridge the gap between classroom learning and everyday use of the language Speaking games, in particular, can be categorized into two main types, further enhancing language acquisition.
Linguistic games and communicative games are two distinct categories designed to teach speech in a target language While linguistic games focus on the accuracy of speech, communicative games prioritize fluency in communication (Hadfield, 1999, p 8).
Reading is a vital skill for learning English, as it directly impacts writing abilities and is essential for navigating environments where the language is spoken, such as understanding directions, menus, and tourist materials Additionally, for students aiming for higher education, especially in Iceland where most university textbooks are in English, reading proficiency is crucial Therefore, it is important for educators to employ engaging methods, such as games, to maintain student interest and make learning enjoyable.
New games
How these games fill a need gap
While numerous books and websites offer extensive game ideas, there is always a demand for more, especially those tailored to specific subjects with detailed descriptions of objectives, age groups, duration, and preparation Traditionally, games have been viewed as rewards or fun activities at the end of the day or week in educational settings However, I advocate for utilizing games for broader educational purposes beyond mere entertainment, leading me to develop games designed specifically for that aim.
The national curriculum for foreign languages in Iceland emphasizes the importance of all language skills—reading, writing, listening, and speaking—in both teaching and assessment (Aðalnámskrá grunnskóla Erlend mál 2007, p 13) Consequently, I have organized my games according to the specific language skills they enhance.
A board game / a reading and listening game
Inspired by the "Filling in a chart" game, I developed a board game that enhances the original concept In this game, each square is marked with a specific letter of the alphabet When a player lands on a square, the player to their right draws a card corresponding to that letter and poses a question from the card aloud, creating an engaging and interactive experience.
The primary goal of this game is twofold: it aims to enhance students' reading skills through reading aloud a short text and engaging another player with a question Additionally, it fosters listening skills, as players must pay close attention to answer questions accurately A secondary benefit of the game is its ability to improve memory and critical thinking skills among students.
Time: It is necessary to assume this game will take a whole lesson, but the time depends on how many participants are in each group
Age: This particular reading text would be appropriate in lower secondary level, but this game idea can be augmented to suit younger students
To maximize each student's opportunities for reading and listening practice during the game, the teacher should organize the class into groups of no more than six players This approach ensures that every student has multiple turns, facilitating effective participation and engagement.
To play the game, Player A rolls the dice and moves their piece accordingly If they land on a lettered square, the player to their right draws a corresponding card and asks a question A correct answer allows Player A to remain on that square, while an incorrect one requires them to return to their previous square Each player rolls the dice only once per round, and some squares have specific instructions, such as "throw the dice again" or "wait here one round." To win, players must land exactly on the finish square; if a roll exceeds the remaining squares, they must move backward The first player to reach the finish square wins the game.
The appendix contains the remaining cards for this game, while the following two pages showcase an example of the card and board design.
An example of the inside of the cards:
An example of a type of food that starts with an A is
Apples Can you think of another type of food that starts with an A?
What is your favorite one?
Basketball starts with a B Can you think of others who start with B?
Many delicious types of food start with the letter C, for example chocolate Can you name another one?
I consider many foods to be divine, for example Dip
Can you name two types of food that start with the letter D?
The outside of the cards will look like this
Writing game / Vocabulary game
The primary goals of this game are to provide enjoyment while fostering teamwork among students, enhancing their vocabulary, and offering spelling practice through the requirement of writing down words.
The duration of the game can vary from 10 minutes to an entire lesson, depending on the number of rounds chosen by the teacher Playing for just 10 minutes may not be practical, as it requires time for group preparation and may complicate seating arrangements Additionally, organizing students into their groups for a brief game could be inefficient, making longer sessions more beneficial for effective classroom management.
Age: Any age, depending on the words used
To effectively prepare for the activity, the teacher should determine the specific words to be used, allocate a set amount of time for groups to brainstorm related terms, and establish how to divide the class into groups Additionally, the teacher must decide on the number of rounds for the students to participate in the game.
To play the group word association game, students are divided into teams and select a writer The teacher writes a word, such as "weather," on the board, prompting groups to brainstorm related terms like "sunny," "rainy," and "cold" while keeping their discussions quiet to maintain competitiveness With a time limit of three minutes, the teacher collects the papers afterward to tally the points based on the number of words generated by each group The game can be repeated with different words, and the teacher determines the number of rounds Ultimately, the team with the highest score wins.
Variation: The teacher can add spelling into the game by announcing that correctly spelled words give an extra point
To minimize waiting time for teachers to tally points, groups can create posters that are displayed for everyone to see, fostering a more engaging and educational learning environment.
A mini scavenger hunt
I decided to implement a scavenger hunt as an effective method for teaching foreign languages, as it offers endless possibilities for engagement Having enjoyed this activity in my youth, I am confident that most students would find it enjoyable as well This scavenger hunt can be tailored to reinforce specific vocabulary, particularly animal-related terms, but it can easily be adapted to other themes and vocabulary sets, making learning both fun and interactive.
Objective: The objectives for this particular savage hunt are: to practice team work, to read in the target language, to increase vocabulary and to solve puzzles and clues
To successfully conduct the savage hunt, the teacher must first organize all clues at each station prior to the students' arrival Once the students are in the classroom, he should divide them into teams, ensuring that each team consists of no more than five players, and that the total number of teams does not exceed five.
Age: This particular savage hunt would suit students in upper elementary- or lower secondary level best
To play the game, teams are designated by colors, and each station features envelopes corresponding to each team Each envelope, marked with a team's color, contains instructions guiding the team to locate the next envelope Upon finding it, the team must complete a new task to receive the subsequent envelope.
To win the competition, teams must locate all the envelopes and complete all assigned tasks The first team to accomplish these objectives will be declared the winner It’s important to note that reading the story to the class is not part of the completion criteria; rather, it serves as an enjoyable activity to conclude the event.
Letter one (read-, green-, blue-, yellow-, and purple team):
To begin, locate a book that matches your team's color, which is concealed within the classroom Upon finding it, you will receive further instructions on the next steps to take.
At the first station, teams must locate books of various colors, which distinguishes this activity from others By having teams engage in similar tasks with minor variations, such as the book's color, we can maintain the game within a more confined space.
Station 2: (which is where the red-, yellow-, blue-, green-, or purple books are)
Letter two (read-, blue-, green-, yellow-, and purple team):
Congratulations on locating the right book! Now, you need to browse through its pages to discover a hidden piece of paper that holds an intriguing crossword puzzle for you to solve.
After completing the crossword puzzle, extract the first letter from each word and rearrange these letters to uncover the mystery word that reveals your next destination.
Mystery word: _ _ _ _ i n _ _ _ The crossword puzzle is at the next page and the solution to the crossword puzzle can be seen in the appendix:
Third letter (read-, blue-, green-, yellow-, and purple team)
Complete the word search puzzle provided, and once finished, present it to your teacher for the next clue Remember, while the words listed below are in Icelandic, they will appear in English within the puzzle box.
The solution to the word search can be found in the appendix
You are correct in defining animals as multi-cellular life forms that reproduce sexually and digest food, which includes ants and fish However, in everyday language, we typically distinguish between animals, insects, amphibians, and fish To encompass all these life forms, it may be more appropriate to use the term "creature" instead of "animal," though the choice is ultimately yours.
Station 4 (at the teacher’s desk):
Fourth letter (red-, blue-, green-, yellow-, and purple team)
Great job! Your next task is to assist all the animals listed below in reaching their desired destinations Once you complete this task, you will receive your next clue from your teacher.
1 Make a red path from the Swordfish to the kitten
2 Make a yellow path from the kitten to the alligator
3 Make a blue path from the rooster to the alligator
4 Make a green path from the pig to the turtle
5 Make a purple path from the frog to the hen
6 Make an orange path from the koala to the kangaroo
7 Make a pink path from the cow to the sheep
8 Make a black path from the turtle to rooster
The maze is on the next page:
Station 4 (at the teacher’s desk)
Fifth letter (red-, blue-, green-, yellow-, and purple team)
Congratulations! Now you are almost at the finish line All you have to do is search the classroom for your prize
The team that is the first to find the prize gets to keep it One clue: the prize is something
27 you can eat, and it is healthy
Here I would have Skyr.is or something similar as the prize, but that is of course the teacher‟s decision
Games should be utilized as an effective teaching method for language learning, as they promote active student engagement in the learning process By positioning teachers in a supportive role, games encourage students to take on greater responsibility for their education Furthermore, incorporating games fosters diversity in the classroom, which is crucial for maintaining student interest and addressing the unique needs of individual learners Research, including Gardner's theory of multiple intelligences and a 2006 study in Reykjavík, reinforces the importance of diverse teaching methods, with recommendations for integrating games into language instruction.
Incorporating games into the classroom not only fosters necessary diversity and enhances teaching methods but also makes learning enjoyable, encouraging student participation Games create a comfortable and friendly environment, allowing even shy students to express themselves in the target language They promote interaction among students, helping them to build connections and understand each other better Additionally, games can simulate real-life situations, making learning more relevant and engaging Through play, children mature and learn important societal rules, while physical games provide an essential opportunity for exercise, addressing the lack of physical activity in today's fast-paced society.
While games are designed to be enjoyable and straightforward, teachers must consider essential factors when incorporating them into the classroom It is crucial for educators to ensure that every student has an equal opportunity to participate and engage in the learning experience.
When incorporating games into the classroom, teachers should recognize that not all games are suitable for every student and some may not be played indoors It's essential for educators to define their objectives by asking, "What are the goals I want to achieve with this game?" They should select games that strike a balance between being engaging and appropriately challenging If a game appears too difficult, teachers should consider modifying it to better suit their students' needs Additionally, clear and detailed explanations of the rules are crucial, and educators should avoid disrupting the game's flow Finally, planning a follow-up activity is important to reinforce the learning experience.