Abstract

This article, titled “The Role of Gaming Activity in Teaching Foreign Languages at School,” explores how educational games enhance motivation, communication, and language acquisition in school settings. It defines the concept of “game” from methodological perspectives, classifies game types (lexical, grammatical, phonetic, spelling, and creative), and outlines their educational, motivational, and developmental functions. The study draws on theoretical frameworks from Stronin, Passov, and Sukhomlinsky, supported by empirical research [1, p. 47; 2, p. 183]. Findings confirm that gaming activities reduce anxiety, lower the affective filter, and simulate real-life communication, thereby improving speaking skills and long-term retention. The article concludes that structured, age-appropriate games are indispensable at early stages of language learning and should be integrated systematically into curricula.

Аннотация

Мақалада «Мектепте шетел тілін оқытудағы ойын әрекетінің рөлі» атты тақырып шеңберінде оқу ойындарының шетел тілін үйренудегі мотивацияны, коммуникацияны және тілдік дағдыларды дамытудағы рөлі зерттеледі. «Ойын» ұғымы әдістемелік тұрғыдан анықталып, оның түрлері (лексикалық, грамматикалық, фонетикалық, емленік және шығармашылық) жіктеледі. Ойынның білім беру, мотивациялық және дамытушы қызметтері қарастырылады. Stronin, Passov, Sukhomlinsky еңбектеріне сүйене отырып, эмпирикалық деректерге [1, б. 47; 2, б. 183] талдау жасалады. Нәтиже: ойын әрекеті тревожностьты төмендетіп, тілдік қорғанысты жояды, нақты коммуникациялық жағдайларды имитациялайды, сөйлеу дағдыларын және ұзақ мерзімді есте сақтауды жақсартады. Мақала ойынның бастауыш кезеңде міндетті құрал екенін және оны оқу жоспарына жүйелі енгізу қажеттігін қорытындылайды.

Аннотация

В статье «Роль игровой деятельности в обучении иностранным языкам в школе» исследуется, как учебные игры повышают мотивацию, коммуникативные навыки и усвоение языка в школьной среде. Даётся определение понятия «игра» с методологических позиций, проводится классификация типов игр (лексических, грамматических, фонетических, орфографических и творческих), описываются их обучающие, мотивационные и развивающие функции. Анализ основан на теоретических работах Стронина, Пассова и Сухомлинского и подкреплён эмпирическими данными [1, с. 47; 2, с. 183]. Результаты показывают, что игровые методы снижают тревожность, устраняют языковой барьер и моделируют реальные коммуникативные ситуации, улучшая устную речь и долговременное запоминание. Делается вывод: структурированные, возрастные игры незаменимы на ранних этапах и должны системно включаться в учебные программы.

Introduction

The search for effective methods to develop communicative competence in foreign language teaching remains highly relevant. Traditional, lecture-based approaches often fail to engage students emotionally, leading to low motivation and superficial learning. In contrast, emotionally rich educational activities stimulate deeper cognitive processing and long-term retention. Among such methods, gaming activity stands out as a powerful tool that satisfies students’ need for novelty, variety, and active participation. The urgency of this topic is reinforced by two key factors: first, modern language education prioritizes sustained student engagement throughout the lesson; second, speaking—the core skill in language acquisition—requires authentic, low-anxiety contexts for practice. Games create precisely such conditions by simulating real-life communication in a safe, enjoyable format [1, p. 46]. Consequently, an increasing number of educators adopt active teaching methodologies, with the game at their center.

Main Part

The concept of “game” has been defined by numerous scholars. M. F. Stronin describes it as “a type of activity in situations aimed at recreating and assimilating social experience, where self-regulatory behavior develops and improves.” M. Y. Kurbatova emphasizes that “games easily integrate into lessons and bring students joy,” especially vital at the primary school level. V. A. Sukhomlinsky poetically noted, “There is no full-fledged mental development without a game. The game is a huge bright window through which a life-giving stream of ideas flows into the spiritual world of a child” [4, p. 178]. These perspectives affirm the game’s foundational role in early language learning.

E. I. Passov identifies five key objectives of using games in language instruction: formation of language skills, development of speech proficiency, enhancement of communicative ability, cultivation of cognitive functions, and memorization of speech material. These goals align with communicative language teaching (CLT) principles, which prioritize meaningful interaction over rote memorization.

Gaming activities fulfill three primary functions. The educational function enables repetition of material in quasi-real situations, fostering confidence in language use. The motivational and emotional function sparks interest, making lessons enjoyable and accelerating material absorption. The educative function—when games are well-designed—nurtures responsibility, flexibility, independence, and teamwork [2, p. 183].

M. F. Stronin’s classification remains widely used. Lexical games aid vocabulary acquisition by creating need and providing words in usable forms [1, p. 47]. Grammatical games internalize structures through imaginative scenarios, such as fairy-tale narratives. Phonetic games develop pronunciation and intonation via rhymes, tongue twisters, songs, and dialogues. Spelling games reinforce orthographic accuracy, while creative games—often supported by visuals, toys, and posters—stimulate imagination and spontaneous speech.

Role-playing games (RPGs) hold special significance. They serve as the closest model to real communication by: (1) imitating essential features of reality; (2) strengthening personal involvement through role adoption; (3) fostering educational cooperation; and (4) carrying strong pedagogical value [3, p. 66]. RPGs effectively lower the affective filter, enabling shy students to participate without fear of judgment.

Successful implementation depends on several methodological considerations. Teachers must: ensure students possess the prerequisite vocabulary and grammar; select age-appropriate and comprehensible games; personally believe in the method’s efficacy; design tasks that are engaging and goal-oriented; confirm group acceptance; maintain a creative, supportive atmosphere; and use visual aids, gestures, and expressive intonation to enhance immersion.

Empirical studies support these claims. Konysheva [2] found that students exposed to regular gaming activities showed 32% higher speaking fluency and 27% better vocabulary retention over one academic year compared to control groups. Similarly, Satyukova and Fomin [3] reported reduced anxiety levels and increased classroom participation in RPG-based lessons. These outcomes underscore the cognitive and affective benefits of play-based learning.

Conclusion

Gaming activity is not merely an auxiliary technique but an integral component of effective foreign language instruction, especially at the initial stages. It transforms learning into an engaging, emotionally positive experience that dismantles psychological barriers and fosters authentic communication. By simulating real-world interactions in a low-stakes environment, games build confidence, creativity, and linguistic competence. Rather than portraying English as dull or intimidating, well-structured games inspire, motivate, and empower students. Therefore, educators should systematically integrate diverse, methodologically sound games into their teaching practice to enhance both the quality and joy of language learning.

References

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