Teacher perspective of collaborative game elements on language acquisition

Abstract

In English as a Foreign Language (EFL) classrooms worldwide, games have gained widespread recognition as valuable pedagogical tools. However, research often concentrated on specific game rules and elements and neglected the rest. For instance, overemphasizing competition game elements excludes valuable insight that could be gained from other elements (e.g., collaborative games).

This comparative study utilized group interviews with ISCED-2 EFL teachers in the Kurdistan region and Hungary to investigate the following: How do various game elements influence students' language acquisition in EFL classes, focusing on teachers' perspectives in both Hungarian and Kurdish contexts? What characterizes a learning environment that uses collaborative language games for language acquisition? What challenges do teachers face when implementing language games, and what support do they perceive as most helpful?

The comparative results indicate that in both educational contexts, the collaborative game element greatly impacts students' language learning and teachers perceive it as a significant contribution to language acquisition. Both groups identified time management, lack of materials, and game selection as challenges. They also acknowledged the need for school-provided materials and assistance to implement language games effectively. This study aims to expand knowledge on the subject and provide recommendations for Kurdish and Hungarian teachers and scholars.