Applying board games to teaching grammar practive at high school in binh duong province m a thesis

INTRODUCTION

Rationale

Effective grammar instruction is essential in English as a Foreign Language (EFL) teaching, yet it is often overlooked compared to innovations in developing listening, speaking, reading, and writing skills The high school English curriculum emphasizes helping students clarify their learning goals, foster autonomous and cooperative learning, and develop efficient language learning strategies Additionally, the curriculum aims to enhance integrated language skills, cultural awareness, and the application of knowledge and skills, highlighting the importance of comprehensive language competency in EFL education.

The introduction of this new standard marks a significant shift in English Language Teaching (ELT) across high schools in Vietnam, particularly in Binh Duong Province It emphasizes the need to move beyond traditional rule-based grammar instruction and encourages innovative approaches Implementing modern, engaging methodologies in grammar teaching is now an urgent priority to improve student proficiency and adapt to educational advancements.

Since the 2002-2003 school year, classroom teaching innovations have been officially implemented in accordance with the Ministry of Education and Training (MOET) guidelines Key methods such as Communicative Language Teaching (CLT) and Learner Centeredness are now mandatory components of new English textbooks Teachers have made significant efforts to incorporate numerous communicative activities, enhancing the effectiveness of EFL instruction.

Many high school teachers in Binh Duong Province, including myself at Hung Vuong High School, face significant challenges in effectively implementing Communicative Language Teaching (CLT) and Learner-Centered Approaches for language skills and grammar instruction Despite improvements in the new English textbooks, teachers struggle to help students master Grammar Practice within just 6 forty-five-minute periods per year, with some finding it difficult to make lessons engaging and others not applying CLT principles at all This situation highlights the urgent need for strategies to teach Grammar Practice more effectively within limited timeframes.

Nguyen Thi Bich Thuy (2001) notes that some lessons in "Making the most of the English 6" take longer than scheduled, causing confusion for teachers when designing lesson plans aligned with the syllabus The six periods allocated for Grammar Practice are particularly challenging, as this section is highly condensed yet contains numerous essential grammar points and advanced exercises Due to time constraints, teachers often omit parts of these lessons, limiting students’ opportunities for revision and practice Consequently, students may complete lessons without adequate practice, impacting their overall comprehension and mastery of grammar.

This study aims to identify the main challenges faced by high school teachers in conducting effective Grammar Practice and to propose practical solutions to address these issues One key solution developed is a set of innovative Board Games, inspired by Pritchard's format (1998: 62-63), designed to enhance students' engagement and understanding of grammar This approach was officially endorsed by the Minister of Education and Training of Binh Duong Province during the 2005-2006 school year, highlighting its credibility and potential impact on classroom practice.

In brief, the theoretical and practical study done for the M A thesis aims at:

• Giving high school teachers flexible and appropriate understanding of how to apply CLT and Learners Centeredness in Grammar Practice teaching;

• Supplying a set of Board Games to teach Grammar Practice of English 6 communicatively;

• Motivating students to learn English for practical applications in the future

This thesis argues that the current Grammar Practice section in English 6 should be improved to enhance students' speaking skills By redesigning this component, students will have better opportunities to actively practice speaking what they have learned in class Ensuring that conscious learning is reinforced through practical application is essential for effective language acquisition Implementing positive changes in the practice section will support students’ ability to use grammar accurately in real-life communication.

Aims of the study

Table 1 : The contents of English 6

Table 2 : The contents of Grammar Practice in English 6

Table 3: Aspects of grammatical structures teaching and learning Table 4: The organization of grammar teaching

Table 5: Procedures of the experimental project

Table 6: The student subjects’ levels of English Table 7: Three levels of Cambridge Young Learners English Tests Table 8: Grade 6 Level vs Starters’ Level of Cambridge Young Learners English Tests

Table 9: Schedule for the in-class application of Board Games Chapter 4

Table 10: Teachers’ characteristics Table 11: Teacher’s age

Table 12: Teacher’s numbers of years of teaching experience Table 13: Students’ characteristics

Table 14: Teachers’ and students’ opinions on the importance of vocabulary, grammar and four basic language skills in high school’s curriculum

Table 15: Teachers’ opinions on how difficult teaching vocabulary, grammar and four basic language skills is

Table 16: Students’ opinions on how difficult learning vocabulary, grammar and four basic language skills is

Table 17: Current activities used by the teacher subjects for practicing Grammar Practice Table 18: Students’ preferred activities in practicing Grammar Practice

Table 19: Reasons for the teachers’ failure to conduct pair work or group work Table 20: Factors affecting students’ acquisition of English grammar

Table 21: The control group’s and the experimental group’s first semester test scores

Table 22: Comparison of the two groups’ first semester test scores Table 23: Comparison of the two groups’ second semester test scores

Table 24 : The control group’s and the experimental group’s second semester test scores Table 25: Comparison of the first-semester and second-semester test scores within each of the two groups

Table 26: Comparison of the two groups’ first-semester and second-semester test scores x

The article presents a comprehensive comparison of the experimental group's pre- and post-oral test scores, highlighting significant improvements evidenced in Tables 28 and 29 Table 30 analyzes these results using four key analytical criteria, providing an in-depth assessment of the intervention's effectiveness Additionally, Table 31 identifies common issues encountered in GP teaching and learning, offering practical suggestions for its enhancement to optimize educational outcomes.

Table 33: Schedule for the interviews

Table 34: Data from students’ interview Chapter 5

Table 35: Strengths of Board Games in the teaching and learning of Grammar Practice Table 36 : The suggested tests’ structure at high school xi

Chart 1: Grammar’s importance in language teaching and learning Chart 2: Ways of teaching and studying Grammar Practice Chart 3: Teachers’ judgment on the effectiveness of drills in practicing Grammar Practice Chart 4: Teachers’ and Students’ choice of activities employed in Grammar Practice Chart 5 : Pair and group work’s application during six periods for Grammar Practice Chart 6: Duration of teaching Grammar Practice

Chart 7: Current class size at Binh Duong high schools

Chart 8: Students’ interest in practicing Grammar Practice

Chart 9: Classification of the two groups’ first-semester and second-semester test scores xii

MOET Minister of Education Training

CLT Communicative Language Teaching HVHS Hung Vuong High School

AMHS An My High School

NTMKSS Nguyen Thi Minh Khai Secondary School SIT School of International Training

FST The first semester test

SST The second semester test

FSTCG First-semester test score of the control group

FSTEG First-semester test score of the experimental group

SSTCG Second-semester test score of the control group

SSTEG Second-semester test score of the experimental group

PSAEG Pretest speaking ability scores for the experimental group

EGPTSA Posttest speaking ability scores for the experimental group

This study begins with the rationale underpinning its importance, providing context for the research It offers a comprehensive background on English Language Teaching (ELT) in Vietnam, highlighting recent developments and challenges faced by educators The paper includes a focused overview of the English 6 textbook, particularly the “Grammar Practice” section, emphasizing its role in language acquisition The objectives and significance of the study are outlined to demonstrate its potential impact on high school English teaching practices Additionally, the study acknowledges limitations and delimitations, establishing a clear framework for understanding its scope and relevance in Vietnamese high school classrooms today.

Teaching grammar is a vital component of English Language Teaching (ELT) in an EFL context, yet it is often overlooked compared to innovations in listening, speaking, reading, and writing skills The high school English curriculum now emphasizes not only language knowledge but also developing autonomous and cooperative learning skills, establishing effective learning strategies, and integrating language skills Additionally, the curriculum highlights the importance of cultural awareness alongside language skills, knowledge, and learning strategies to foster comprehensive language competence among students.

The introduction of this new standard marks a significant shift in ELT across all high schools in Vietnam, particularly in Binh Duong Province This transformation calls for a reevaluation of traditional grammar instruction, moving away from mere rule-listing methods Instead, innovative approaches should be prioritized to enhance language learning effectiveness Adapting teaching strategies to incorporate these new demands is of great urgency to improve student outcomes and align with current educational standards.

Since the 2002-2003 school year, classroom teaching innovations have been officially implemented in accordance with the Ministry of Education and Training (MOET) requirements These reforms mandated the compulsory adoption of Communicative Language Teaching (CLT) and Learner-Centered Approaches in new English textbooks As a result, teachers have dedicated considerable effort to designing engaging communicative activities to enhance EFL instruction.

Many teachers at Hung Vuong High School and across Binh Duong Province face ongoing challenges in implementing Communicative Language Teaching (CLT) and Learner-Centered Approaches for both language skills and grammar instruction Despite improvements in the new English textbooks, including the Grade 6 edition, teachers struggle to help students master Grammar Practice within just six forty-five-minute periods annually Some teachers find it difficult to make Grammar Practice engaging, while others do not apply CLT techniques at all, highlighting the need for more effective strategies to teach grammar under strict time limitations.

Nguyen Thi Bich Thuy (2001) highlights that some lessons, such as the six periods of consolidation for Grammar Practice in "Making the Most of the English 6," often require more time than allotted, causing confusion in lesson planning This condensed section covers many important grammar points and complex exercises, leading teachers to cut content due to time constraints Consequently, students lack sufficient opportunities to revise and practice, resulting in learning without adequate application Proper time management and curriculum adjustment are essential to ensure effective grammar practice and reinforce student understanding.

This study aims to identify the potential difficulties faced by high school teachers in conducting effective grammar practice It proposes practical solutions, including a set of innovative board games I designed based on Pritchard’s (1998) format, to enhance classroom learning These board games received official approval from the Minister of Education and Training of Binh Duong Province for the 2005-2006 school year Overall, the research seeks to improve teachers' ability to facilitate engaging and successful grammar instruction.

This thesis argues that the Grammar Practice section of English 6 should be improved to enhance students’ speaking opportunities, enabling them to actively apply what they have learned in class Providing effective practice is essential to reinforce conscious learning, ensuring students develop confidence and proficiency in spoken English By making these changes, educational outcomes will be significantly improved, supporting students' overall language development and practical communication skills.

1.2 Background to the study 1.2.1 Reform of the curriculum

Educational reform in Vietnam is a crucial component of the country's major development initiative aimed at completing modernization and industrialization by 2020 The reforms focus on redesigning educational objectives, contents, and teaching methods to align with socio-economic, political, and cultural changes and meet the demands of industrialization Vietnam aims to integrate into the international community while preserving its national traditions, prompting curriculum updates driven by both global pressures and the needs of teachers, students, and parents recognizing the outdated nature of the existing curriculum. -Accelerate your understanding of Vietnam’s education reform with expert SEO-aligned content rewriting—[learn more](https://pollinations.ai/redirect/2699274).

Since its official implementation in the 2002-2003 school year, the English curriculum reform has emphasized balanced development of the four key language skills—listening, speaking, reading, and writing—through integrated in-class activities such as presentations and practice exercises This integrated skills approach has become a cornerstone of English teaching and learning Additionally, teaching methods are being transformed to promote teacher-guided instruction alongside self-directed student discovery, fostering individual learning abilities According to Truong Viet Hanh Huyen (2006), the new curriculum highlights a skill-based, communicative approach, where language is taught through natural contexts that progress from accuracy-focused activities to free, fluency-based communicative tasks, combining linguistic forms with functional communication.

The instructional method adopts an eclectic approach, shifting towards a more communicative language teaching paradigm According to MOET course book writers and seminar trainers, this approach emphasizes developing communicative language skills and positions learners at the center of the teaching and learning process It promotes active student engagement through pair work and group activities, aiming to replace traditional teacher-centered methods that often limit both students' and teachers' creativity.

English 6 has officially been used in almost all the high schools in 61 provinces and cities throughout Vietnam since the school year 2002-2003 It is generally assumed that after approximately 99 forty-five-minute periods in one school year, students are supposed to master the knowledge of basic general English The aims and objectives of the Vietnamese secondary school ELT curriculum are as follows (JHS English Teacher Training Materials, 2002: 5-7):

• To develop a certain level of primary knowledge in the four skills and be able to use English simply like a means of communication through listening, speaking, reading and writing;

Developing knowledge and positive attitudes toward using English is essential for cross-cultural learning and communication Mastering English enables individuals to explore diverse cultures and effectively interact with people from different backgrounds This language proficiency fosters mutual understanding, friendship, and cooperation among cultures, promoting global connection and collaboration.

Significance of the study

Grammar teaching and learning have long played a vital role in English education In Vietnam’s current development, there is a growing need for effective communication in English According to textbooks, grammar and vocabulary are introduced primarily for communicative purposes rather than solely for linguistic knowledge Therefore, grammar instruction not only enables students to succeed in exams but also helps them confidently use English in daily life conversations.

Addressing how teachers can make grammar instruction engaging and effective is essential for enhancing language learning in high schools One key strategy is to incorporate communicative and interactive teaching methods that make Grammar Practice more interesting and relevant for students Additionally, fostering student participation and encouraging real-life language use can improve fluency and confidence in speaking the target language This study identifies common challenges faced by high school teachers in teaching grammar and proposes practical, communicative approaches to overcome these obstacles, ultimately promoting more effective and engaging grammar instruction.

This M.A thesis offers valuable insights for high school teachers and students, especially those interested in teaching grammar using communicative approaches It aims to identify effective methods for teaching grammar at the high school level, creating a more engaging and enjoyable learning environment Additionally, the study contributes to a flexible understanding of applying Communicative Language Teaching (CLT) and Learner-Centeredness in teaching English Grammar Practice for Grade 6, providing a practical example of classroom discourse.

LITERATURE REVIEW

What is grammar?

Over the years, notions of grammar have evolved significantly In the early 19th century, Cobbett (1819, as cited in Nunan, 1999: 96) defined grammar as the set of principles and rules that teach us how to use words properly He emphasized that understanding these principles enables us to choose and place words correctly, highlighting that grammar is essential for proper language use.

According to Richards et al (1992: 161), grammar is described as the structure of a language and the rules for combining linguistic units like words and phrases to form sentences It considers the meanings and functions of these sentences within the overall language system While some definitions include the sound aspects of a language, grammar may or may not encompass phonological elements.

Modern grammarians today focus more on describing how language is actually used rather than prescribing how it should be used According to Ur (1988), grammar is defined as "the way a language manipulates and combines words (or bits of words) to form longer units of meaning," emphasizing the importance of understanding the rules that govern language construction A proficient learner is someone who masters and applies these rules to communicate in acceptable language forms Larsen-Freeman (1995) offers a comprehensive perspective by describing grammar as a "higher-order concept" with three interconnected dimensions: form, meaning, and use Her model integrates syntax, semantics, and pragmatics—traditionally treated separately—and aligns with Halliday's systemic-functional linguistics, which views grammar as a system where these elements work together to enable effective communication through language.

DynEd (http://www.dyned.com/) offers a practical approach to learning English grammar, emphasizing natural and accelerated language acquisition They compare English grammar to the trunks and branches of a tree, where vocabulary and expressions are like leaves that thrive on well-exercised branches This analogy highlights the importance of practicing grammar, as it helps make vocabulary "sticky," allowing new words to be integrated effectively Without consistent grammar practice, vocabulary can be forgotten, underscoring the vital role of structured learning in mastering English.

Grammar is a fundamental aspect of language, encompassing key components such as morphology, which studies how words are formed, syntax, which governs sentence structure, and semantics, the study of meaning According to linguists, these elements collectively define grammar, making it an essential feature of all languages Without grammar, effective communication would be impossible, highlighting its critical role in language structure and usage.

Over the past 25 years, EFL materials have shifted focus from emphasizing grammatical accuracy to prioritizing meaningful communication (Williams, 2000) This evolution highlights the importance of a communicative approach to grammar instruction, enabling learners to acquire language in a way that fosters understanding and meaningful interaction The primary goal in a communicative classroom is for students to become proficient users of the foreign language by integrating grammar with all four core skills: listening, speaking, reading, and writing Therefore, communicative grammar should not be taught in isolation but embedded within context-rich activities that promote holistic language development.

2.1.1 The place of grammar in language teaching Grammar has traditionally had a central role in language teaching Theories of grammar and grammar learning have provided justifications for approaches to syllabus design and teaching methodology for many years, as confirmed by Long and Richards (1997: 279): “Although grammatical proficiency and language proficiency are no longer considered to be one and the same thing, grammar plays a role in speaking, listening, reading, and writing skills, rather than as a separate skill itself.” This means that particular grammatical items are deal with when they are needed for specific kinds of communication tasks and functions There is no doubt that knowledge of grammatical rules, either implicit or explicit, is essential for the mastery of a language But there has been some discussion in recent years of the question: Do we have to have “grammar exercises”? Isn’t it better for learners to absorb the rules intuitively through

Ur (1988) suggests that "communicative activities" are more effective than dedicated exercises solely focused on teaching grammar He emphasizes that grammar should serve as a foundation for classroom activities where it temporarily becomes the main focus, but long-term language mastery depends on integrating grammar within overall communicative competence Ultimately, Ur argues that grammar exercises will be replaced by general fluency practice centered on successful communication, with any grammatical learning occurring incidentally as part of this broader goal.

Fortunately, with the emphasis on a communicative approach and a wealth of stimulating resources nowadays, teaching grammar does not necessarily mean endless conjugation of verbs or grammar translation

50 2.1.2 The aspects of grammar learning

Before planning the organization of the teaching, the teachers need to have clear in their minds exactly what sorts of things are included under the heading

“grammar” and what is involved in “knowing a structure”?

According to Ur (1988: 6), effective teaching of grammatical structures involves helping students acquire a broad range of related skills and knowledge These include recognizing examples of the structure in spoken language, identifying its written form, producing both spoken and written versions, understanding its meaning within context, and constructing meaningful sentences using the structure This comprehensive approach ensures students develop a well-rounded understanding and mastery of grammatical forms.

LISTENING Perception and recognition of the spoken form of the structure

Comprehension of what the spoken structure means in context

SPEAKING Production of well-formed examples in speech

Use of the structure to convey meanings in speech

READING Perception and recognition of the written form

Comprehension of what the written structure means in context

WRITING Production of well-formed examples in writing

Use of the structure to convey meanings in writing

Table 3: Aspects of grammatical structures teaching and learning

2.1.3 The organization of grammar teaching

Effective grammar instruction requires a tailored approach that considers the diverse range of knowledge and skills students need to acquire When designing teaching procedures, it is important to prioritize a logical sequence that gradually builds understanding of various grammatical structures Since language encompasses a wide variety of structures, selecting appropriate methods and orderings is essential for fostering comprehensive grammatical competence.

“grammar” The following organization suggested by Ur (1988: 6-7) is only a general framework into which a very wide variety of teaching techniques will fit

The aim is to get the learners to perceive the structures — its form and meaning — in both speech and writing and to take it into short- tern memory

The objective is that the learners should understand these various aspects of the structures

The main objective of tests within a taught course is to provide feedback, without which neither teacher nor learner would be able to progress very far

Table 4: The organization of grammar teaching

The practice stage follows the initial presentation and explanation, during which learners are expected to have understood the material and retained it in short-term memory However, at this point, they have not yet achieved full mastery This phase is crucial for reinforcing knowledge through active application, helping learners solidify their understanding and progress toward mastery Effective practice ensures long-term retention and prepares learners for more advanced concepts.

Practice involves engaging with the language, typically under teacher supervision, to help learners absorb it into long-term memory This process enables learners to progressively understand and produce language examples with decreasing dependence on teacher support Effective practice is essential for language acquisition and fluency development.

Effective language practice techniques encompass both passive exposure, such as receiving spoken or written input, and active production, involving the deliberate use of language items and discourse According to Ur (1988), key factors that significantly contribute to successful language practice include engaging with input in a way that promotes comprehension and actively producing language to reinforce learning Incorporating both receptive and productive activities enhances learners’ overall language proficiency and facilitates more effective communication.

2.1.4.1 Pre-learning Practice is the second or third stage in the process of learning a structure The function of practice procedure is to familiarize learners with the materials they have learned If effective pre-learning has not taken place prior to the practice, that is not to say, if the material has not been clearly perceived and taken into short-tern memory by the learners; then much time will be wasted on incomprehension or unacceptable responses, forcing the teacher to interrupt the procedure for explanations and corrections, and lessening the time available for real practice

According to Ur (1988), "volume" refers to the sheer amount of comprehensible language that learners are exposed to or produce through speaking, listening, reading, or writing activities The author emphasizes that increased exposure and practice lead to greater language acquisition, highlighting the importance of dedicating sufficient time to practice sessions and making the most of that time.

What are Board Games?

Board games play a significant role in language teaching and learning by engaging students in interactive and enjoyable activities According to Oxford Advanced Learner’s Dictionary (2005: 158), board games are defined as activities that involve players competing on a game board, which can foster communication skills, strategic thinking, and social interaction within the language learning classroom Integrating board games into language education enhances motivation, provides authentic language use, and supports active learning, making them valuable tools for educators aiming to improve language acquisition.

Board games are played on a marked surface, often involving small pieces, dice, or coins, which are moved around during gameplay According to Wikipedia, a board game is any game played on a designated surface with counters or pieces that are moved across the board, a definition established on April 25th, 2007 These descriptions highlight the core elements of traditional board games used in everyday life.

Board games have long been valuable tools in language teaching and learning, especially with the development of language game materials Hadfield (1999: 67) highlights various communication game variants where board games aim to be the first to complete a task, such as moving around the board, collecting the most cards, or discarding cards In these games, the cards and board squares serve as stimuli to encourage meaningful communication exchanges among players.

Matt Errey, the creator of Word Up, a kind of Board Games, on (http://www.teflgames.com/) on April 25 th , 2007, emphasized:

These high-quality board games eliminate lesson planning time and make teaching English grammar engaging for beginner, pre-intermediate, and intermediate students Designed as communicative grammar teaching resources, they offer practical and fun practice opportunities that enhance language learning Using these games transforms English lessons into enjoyable activities, fostering a positive attitude towards studying the language and encouraging active student participation.

According to Matt Errey from TEFL Games, establishing a clear definition of "Board Games" in language teaching and learning is crucial for effective educational practice On April 25th, 2007, he emphasized that incorporating board games into language instruction can enhance student engagement and facilitate interactive learning experiences To maximize their benefits, educators should understand the role of board games as valuable tools for fostering communication, motivation, and immersive language practice within the classroom.

Communicative Board Games, the ESL, EFL board games on this site, are ideal communicative English grammar, structure and vocabulary teaching materials

Board games have historically served as a source of entertainment, evolving over time into highly popular recreational activities Today, they play a crucial role in educational settings, particularly as essential tools in ESL and EFL teachers' lesson plans to enhance language learning and engagement.

2.3.1 An overview of Board Games

Word Up is a popular board game created by Australian ESL teacher Matthew Errey, who has over fifteen years of experience teaching students of all ages from Thailand, Japan, Korea, and France Developed on April 26th, 2007, and showcased on TEFL Games, Word Up emphasizes language learning through engaging gameplay This educational board game is designed to enhance vocabulary, communication skills, and language fluency in a fun and interactive way Matthew Errey’s innovative approach combines entertainment and education, making Word Up a valuable resource for ESL learners worldwide.

This game effectively tests and develops a broad range of English language skills, including reading, pronunciation, and aural comprehension Players enhance their listening abilities by not only focusing on their own questions but also by attentively listening to others’ questions and answers Additionally, since all informal communication within the game is conducted in English, players continuously practice spontaneous conversational skills, making it a comprehensive tool for language improvement.

Nigel Dixon, an EFL instructor at The British Council Bangkok, along with colleagues, highlighted that "Word Up" is an effective teaching aid across various levels, engaging students in vocabulary recycling and acquisition The game is enjoyable for learners, leading to increased interest, with many students eager to purchase copies for personal use (Source: teflgames.com, April 26, 2007)

Jennifer Tradewell, Head Teacher at Inlingua Siam Discovery Branch in Bangkok, highlighted that "Word Up has consistently been the preferred board game among students and teachers over three years." She emphasized that this game provides an engaging way for teachers to offer students light relief while simultaneously enhancing language skills, making it a valuable tool for language development in the classroom.

Hewitt, author of “Edutainment: How to Teach English with Fun and Games,” praised Word Up as a valuable classroom resource He stated that Word Up is a highly useful addition to teaching materials and recommended it to both English teachers and students This endorsement highlights the effectiveness of engaging tools like Word Up in enhancing language learning experiences.

Board games are widely used and highly valued in Bangkok’s educational scene Their effectiveness in ESL learning contributed to Word Up receiving the ESL Resource Award in May 2005 This recognition highlights the importance of engaging, interactive tools like board games in language education (http://www.teflgames.com/reviewJE.html, accessed April 26th, 2007).

In SIT-School of International Training in Binh Duong Province, teachers of

Let’s Go Starter has designed numerous simple board games that effectively help children review vocabulary learned in class Teachers confirm that these games are highly engaging and serve as one of the most effective informal teaching aids used, making learning both motivating and enjoyable for children The competitive nature of the games captures children's full attention, encouraging active participation and reinforcement of language skills.

Board games have proven to be an effective tool in language teaching and learning by engaging students and enhancing their language skills Incorporating board games as supplementary materials for high school students offers an engaging and interactive way to reinforce language concepts Therefore, integrating board games into the classroom can improve students’ motivation and facilitate more dynamic language acquisition.

2.3.2 Board Games as a tool to teach Grammar Practice 2.3.2.1 Use of games in language teaching

Extensive research highlights the effectiveness of language games in teaching language items Byrne (1976) emphasizes the importance of incorporating language games into language learning, dedicating an entire chapter to their benefits He argues that language games offer a welcome break in the lesson routine and serve as an essential tool during both the practice and production stages of language acquisition.

METHODOLOGY

Methodology