No Statements answer

1. Tittle The importance of using games in EFL classrooms

2. Introduction One of the most significant aspects of EFL
classrooms is games. They include activities with
goals and restrictions that are also enjoyable.
Games, according to Hadfield (1990; Deesri, 2002,
p.1), are "an activity with rules, an aim, and an
element of fun."

Language teachers and students can benefit from

games in a variety of ways. They encourage
learners to learn the target language by allowing
them to participate in activities and have fun while
doing so, and it is also a pleasure for the instructor
to present the language in an enjoyable
environment, which makes the task more
effective. McCallum is a character in the film
McCallum (1980, p. Ix) “Games immediately boost
student interest, and a correctly introduced game
can be one of the highest motivational
techniques,” she says. Another benefit of
employing games in a foreign language setting is
that it helps to clarify tense situations. A stress-
free environment should be offered in a language
learning environment. At this moment, games are
highly beneficial since learners are not anxious,
and their positive feelings and self-confidence rise
because they are not frightened of being punished
or scolded while freely learning the language
(Crookal, 1990).
3. Research question - What advantages that games provide for
promoting the target language?
4. Methodology - Qualitative
(design, participants and setting, - EFL learners
instruments, procedure collecting the - School garden

he game
data, analyze the data)

“Twister” was
played four
times in
November in a
school garden.
The game
which was
adapted by the
researcher was
played for two
hours at each
time. During
four weeks in
each lesson
participants were
observed by the
researcher.
Interviews which
were conducted
at the end of four
weeks, took
nearly one hour.
Six questions
were asked to
the participants
such as “do you
think this
game motivated
you to learn
vocabulary?
Would you
prefer learning
vocabulary with
this
he game
“Twister” was
played four
times in
November in a
school garden.
The game
which was
adapted by the
researcher was
played for two
hours at each
time. During
four weeks in
each lesson
participants were
observed by the
researcher.
Interviews which
were conducted
at the end of four
weeks, took
nearly one hour.
Six questions
 were asked to
the participants
such as “do you
think this
game motivated
you to learn
vocabulary?
Would you
prefer learning
vocabulary with
this
- The game “Twister” was played four times
in November in a school garden. The game
which was adapted by the researcher was
played for two hours at each time. During
four weeks in each lesson participants
were observed by the researcher.
Interviews which were conducted at the
end of four weeks, took nearly one hour.
Six questions were asked to the
participants such as “do you think this
game motivated you to learn vocabulary?
Would you prefer learning vocabulary with
this
5. Results and discussion  Motivating factors
- Feeling of fun and satisfaction
- Feeling lower anxiety and stress
- Preventing from memorization
 De-motivating factors
- Having very unfamiliar vocabulary
6. conclusion The primary aim of this study was to find out how
important games are in EFL courses. As these
studies demonstrate, employing games produces
an environment that is both exciting and
satisfying, as well as a high level of incentive for
learning a language. Furthermore, the importance
of games in reducing anxiety about using the
target language cannot be overstated. Games are
important for teaching English because they are a
way to provide for learner not only having fun and
amusement with the target language but also
practice incidentally. To be short, games can be
accepted as useful and effective tools that are
effective for teaching vocabulary. The use of
games in EFL classrooms is a way to provide more
interesting, enjoyable, and effective teaching
(Uberman, 1998)