Teachers’ perceptions towards using language games in teaching EFL to young learners in two primary schools in Bahir Dar

Abstract

Due to the multi-faceted benefits language games provide, their use in teaching English to young learners has been well-recognized in the global EFL arena. Nevertheless, in many Ethiopian primary schools, they have been largely misunderstood, considered inappropriate and seen as only a means to have fun. Well established research suggests that young learners are naturally acquainted with games for which they develop great desires. Based on this, this study looks into how Ethiopian primary teachers perceive the use of language games in their classrooms. This, along with the textbook presentation and classroom consideration of games, is explored through 12 English teachers who were selected using simple random sampling. Data gathered through questionnaires reveal that the majority of teachers feel that games do play an important role in aiding students’ learning of the English language. However, the respondents replied that the games included in the textbooks are too complex, and too demanding in terms of time and resources. Furthermore, they claim that these games are too few in number and their presentation lacks simplicity, clarity and suitability for students’ level of understanding. It was concluded that most primary English teachers have favorable perceptions about the importance of language games in regard to students’ learning of English, collaborative work, critical thinking and problem solving skills. Finally, it is argued that the designers of English textbooks for young students should critically consider the quantity and variation of games. Additionally, further research should be conducted in the area of classroom practices of language games and students’ reception of game-based lessons.