Advantages and disadvantages of using games in ESL classes

As long as we speak about using any approach, method or technique to get our aim on the teaching the language; we mechanically think about their pros and cons. Every author has his own point concerning it, as S. M. Silvers, the author of the book Games for the Classroom and English Speaking Club, says that many teachers often perceive games as the time – fillers and a break from monotonous drilling (Silvers 1992). He states that many teachers often overlook the fact that in a relaxed atmosphere, real learning can occur, and students are able to use the language they have been exposed to and have practised earlier. Addition to it, concerning the opinion of Greenall, we may say that games increase positive competition among students participating in a language activity (Greenall 1990).

Moreover, Lee Su Kim, the author of the work Creative Games for the Language Class, claims that there is a common perception that all learning should be serious and solemn in nature, and that if one is having fun and there are hilarity and laughter, then it is not really learning (Lee 1995). However, she adds that it is possible to learn a language as well as to enjoy oneself at the same time, and one of the best ways to do so is by using educational games.

Consequently, there is diverse game types designed to stimulate and enhance various aspects of language learning. Some authors (Pham 2007) suggest the following classification of games in EFL:

• 1)    Structure games which provide experience of the use of particular patterns of syntax in communication

• 2)    Vocabulary games in which the learners‘ attention is focused mainly on words

• 3)    Spelling games

• 4)    Pronunciation games

• 5)    Number games

• 6)    Listen-and-do games

• 7)    Games and writing

• 8)    Miming and role play

• 9)    Discussion games

Depending on the application of games and numerous factors influencing successful language learning, the use of games in an EFL classroom may have advantages as well as disadvantages, or less favourable results.

The justification for using games in a foreign language classroom can be found in the fact that students can benefit a lot by learning through games. Many experienced writers ensure us that games have educational value. The before mentioned author gives us reasons for using games (Lee 1995): games may represent a break from the usual routine, but they can also be highly motivating and challenging.

Considering language learning in general, we may list several advantages of the employment of games in an EFL classroom:

• 1)    Through fun and apparently less demanding practice, aims increase learners‘ motivation and promote learning (Hansen 1994)

• 2)    Group and peer work may induce teamwork and enable successful interaction (Rinvolucri & Davis 1995)

• 3)    By lowering the affective filter (Krashen 1985), games provide favourable conditions for effective language acquisition (Wierus 1994)

• 4)    Through a meaningful context, students are provided with a comprehensible input (Krashen 1985)

• 5)    Each of the four basic skills may be practised by the use of games (Lee 1995). Furthermore, games are a successful encouragement for students to interact, communicate and sustain the effort of learning and they provide a meaningful context for language use, generate fluency, lower anxiety and introduce fun and relaxation. In terms of characteristics defining a game, we may further add a list provided by Caillois, i.e. games can be fun, separate when it comes to time and place, yet uncertain since the results cannot be predicted; moreover, they are rule-governed as well as fictitious, because they are related to a different reality, but they are also non-productive concerning students‘ active participation (Caillois 1957).

Games are often used as short warm-up activities or when there is some time left at the end of a lesson. Yet, as Lee observes, a game "should not be regarded as a marginal activity filling in odd moments when the teacher and class have nothing better to do" (Lee 1979: 3). Though the games result only in producing noise and in entertaining students, they are worth playing since they motivate learners and promote competence and fluency. Moreover, they let students see beauty in a foreign language, not just problems they face with while learning a language.

The lesson is more attractive with language games applied, helpful in learning, because of group work, increases competition, the teacher spends less time for explanation. Also, games help learning, enrich vocabulary, learn of grammar, enhance more successful communication and the games in language learning process can be a reason for attending the classes, represents language in meaningful context.

As the coin has two sides, some of the teachers think that language games are nothing more than a waste of teaching time and that they do not have educational value. Others use them but they do not give them a central part in the foreign language teaching program, but use them as the time-fillers. On the other hand, teachers who realise all the advantages of using games in teaching English as a foreign language and who are aware of their educational values, are quite rare. Games can be applied in numerous ways and at different points in a lesson. However, some of the disadvantages may be:

• 1)    Discipline issues, learners may get excessively noisy

• 2)    Straying away from the basic purpose of the game-play activity, perhaps, due to inadequate rules instruction, resulting in playing too much and the lack of learning

• 3)    If games are already familiar or boring, students might not get equally involved

• 4)    Some learners, especially teenagers, may find games unnecessary and childish.

Despite of some disadvantages, the teachers, who constantly use games in teaching English as a foreign language, are more aware of the educational value of games than those teachers who use them rarely. This can be explained by the fact that those teachers who use game in education, have probably noticed that the students make some progress in learning when they are learning through games, while the others have not realised this. They might be afraid that teaching may transform into plying and that students will not be able to learn anything.