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Cite this article as: Saha, S, Singh, S (2016). Game Based Language Learning in ESL

Classroom: A Theoretical Perspective. ELT Vibes: International E-Journal For Research

in ELT. 2 (3). 20-34.

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Article information Volume 2, Number 3. 20-34. (2016)

Article Received: 12/06/2016 ISSN: 2395-0595

Acceptance: 19/06/2016

Game Based Language Learning in ESL Classroom: A Theoretical Perspective

1Sujay Kumar Saha,

2 Dr. Smriti Singh

1 Ph.D Scholar in English, Department of Humanities & Social Sciences,

Indian Institute of Technology, Patna, (Bihar.)

2

Associate Professor of English and Head, Department of Humanities & Social

Sciences, Indian Institute of Technology, Patna, (Bihar.) ___________________________________________________________________

Abstract

As an effect of globalization, the number of ESL learners is increasing and this in

turn creates a strong urgency of the need to prioritize the effective method or

approach to enhance the language proficiency of ESL learners in India.

Developing language skills through games can be considered as one effective

method. In global scenario of English language teaching, language games have

made a strong mark in recent times. Besides being an active motivator, language

games also help learners in the process of retention and provide a situation for

language use and teamwork. Games should be considered as central to

instructional planning as children acquire knowledge through play. In this paper

the authors try to explore theoretical perspectives, based upon the views of David

A. Kohlb, Lev Vygotsky, Gardener, John Dewey, Stephen Krashen,Merrill Swain

and other theorists in support of adopting language games in ELT to change the

face of ESL teaching- learning scenario in India.

Impact Factor : 2.04

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https://en.wikipedia.org/wiki/John_Dewey

ELT VIBES: International E-Journal For Research in ELT

Volume 2, Number 3. 20-34. (2016)

ISSN: 2395-0595

Sujay Kumar Saha & Dr Smriti Singh

Page 20

Various theories of language learning are analyzed not only to find out linkage

between these theories and game based language learning but also to show

practical implementation of these theories through games in ESL classroom.

Key Words: Language Games, Language Skills, ESL, Experiential Learning,

Collaborative Learning, Cooperative Learning,

Introduction

English language, lingua franca of the world, has become one of the leading

mediums in international education, economy and politics. English as a second or

foreign language and medium of instruction has been adopted by various

countries around the world to meet various global needs. Wave of globalization

breaks down the narrow border of countries around the world to enable them to

connect politically and economically and this in turn creates a strong need for

learning English. It is a well-known fact that language learning is hard work; it is

not easy to acquire. We are born with innate capabilities which help us to acquire

language (Chomsky, 1986). Availability of exposure and situation to use

language outside classroom, also help in first language acquisition, which is not

available in case of ESL. Thus, different methods and approaches have been

developed and applied in English language classroom to give good learning

experiences to the learner in ESL classroom which creates history in itself; such

as Audio-Lingual Method, Direct Method, Bilingual Method, Grammar

Translation Method, and Communicative Language Teaching. But these methods

and approaches are not fixed in their places; they are changing and modifying

themselves according to situation and the level of learners to provide effective

learning outcomes. Communicative language teaching approach (CLT) has been

adopted as an alternative to traditional approaches to fill the gaps. Recently CLT

has been adopted by almost every corner of India as the most suitable approach in

ESL classroom.

However, despite several years of teaching/ studying English in schools, it is

observed that learners fail to use the target language in real life communication.

Teachers and learners of vernacular medium schools in India get only 40-50


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minutes to make ESL teaching-learning process effective and during this limited

time learners don’t get much exposer and situation inside as well as outside the

classroom to use the language learnt in real context. These learners are from

diverse cultural and linguistic background as India is a culturally and

linguistically diverse country where bilingualism or multilingualism has never

been regarded as a social or individual deficiency but respected with great

appreciation (Sharma, 2001).

These learners don’t get any chance to communicate in the target language in

their home, neither with their family members nor with their friends and

neighbors; because they are not English speakers. Teachers are not teaching

English as a language, rather they consider it as a subject like mathematics,

science etc. English language teachers spend huge amount of time on written

assessment rather than communication. Repetition, memorization along with lots

of systematic and intensive drills on sentence patterns and grammar rules are at

the heart of English classroom where communicative skills are hardly practiced

(Wang, 2010). There is no real communication in ESL classroom. The main

concern of the language teachers is to impart grammatical knowledge to the

students instead of developing their ability to appropriately use the language in

real context. It is often observed that some students have fundamental

understanding of grammatical knowledge, but are unable or too shy to put them

to use in real context.

In today’s globalized world, people in general and learners in particular, are busy

with eLearning contents. They play online and digital game for learning and

entertainment, but this kind of learning is not limited to technology. There are

different kinds of games available where learners can play and learn in practical

form and can also be implemented in ESL classroom to develop language skills

of the learners. Language learning in a Play-way Method or Game based method

is the most interactive one advocated by many researchers in which learners show

active interest in participating in the teaching –learning process (Froebel, 1837).

By looking at the term “Play-way Method” we usually imagine it is a method for

teaching children / kids and it is limited to them only. Teenage learners may also

be interested to participate in it. Game based language learning is a new way of


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language learning and acquisition. Particularly it refers to integration of games

and game mechanics into language classroom (EdTech Review, 2013). Games

which are communicative in essence, considered as an effective medium for

implementing CLT in ESL classroom. CLT gives learners a wide canvas of rich

and comprehensible input in target language. It helps the learners to use target

language in real life contexts through activity cum games such as songs, role

play, etc. to attain the communicative goal.

Language learning activities in the form of language games not only help to

foster learners’ interest in language learning but also help to teach new items,

practice language forms and revise what has been learned before to speed up

learners’ pace of language acquisition. Second language acquisition is a process

of learning second language after first language is already established. It is often

observed that knowledge of first language helps the learners to learn the second

language; but there are some factors need to be considered to pave the way for

second language acquisition. Therefore, the language games may be able to

satisfy the four conditions of second language acquisition such as motivation,

instruction, exposure and use (Willis, 1996). But the success or failure of any

innovative device like games in classroom depends on its implementers.

Teachers’ attitudes towards a particular technique like games, its use and

appropriateness in classroom reflect his/her classroom practices and influence

teaching-learning scenario. Many of them consider its use in classroom as a waste

of time and disregard effectiveness of games in learning English as Second

Language (Valipour and Aidinlou, 2014). In order to change their perception in

terms of using language games in ESL classroom and language games as

emerging method of language teaching and learning, different learning theories

are analyzed to show not only linkage between these theories and game based

language learning but also practical implementation of these theories through

games in ESL classroom. This paper aims to show how these theories can be

incorporated in the ESL classroom through language games to provide good

learning experience to the learners. Here are some learning and language learning

theories that underpin language games.

Experiential Learning


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David A. Kohlb’s theory of experiential learning, based on ideals of active and

reflective learning thorough experiences with the personal involvement of the

learner, deeply rooted in works of John Dewey, Kurt Lewin, Jean Piaget and

Vygotsky, argues that human beings generate knowledge and meaning from their

own experience. Knowledge is actively constructed by learners, but not passively

received from the environment that surrounds them or from their teachers.

Experiential learning explores the cyclical pattern of learning from experience

through reflection and conceptualizing to action and on to further experience.

Based on the four stages of David Kolb’s learning cycle, Honey and Mumford

classified four types of styles: activists, reflectors, theorists and pragmatists.

Experiential learning encourages personal input, initiative, and self-direction in

the language learning process. Activities begin with accessing the specific past

experiences of students, and using these experiences to construct a framework

for learning unique to the requirements and learning style of each student. In

practice, experience-based, project-based, task-based learning and game based

learning become experiential when elements of reflection, support, and transfer

are added to the basic experience, transforming a simple activity into an

opportunity for language learning. Experiential learning also requires teachers to

take on a different role in the classroom than the traditional teacher as expert. In

the classroom they become facilitators, guides, and helpers (Spruck-Wrigley,

1998).

In English Language Teaching the experiential approach encourages learners to

develop the target language skills through the experience of working together on

a specific task. Implementation of this theoretical approach through language

games in ESL classroom will open a new vista for learners to learn language by

using it in real context and be able to explain what they are learning and how they

are learning and grade themselves as a way to measure their strengths and

weaknesses. Language learning will be accelerated when learners are

supportively involved in activities cum games which include exposure,

participation, internalization and dissemination to provide opportunities for

language learning and create an environment to sustaining motivation to learn the

target language (Brown, 2000).For instance, while participating in non-verbal


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introductory game participants have to seat in circle without considering

familiarity and unfamiliarity with each other. The participants are made to pair up

with the person sitting next to them to introduce themselves to each other and

share some interesting uncommon or unknown information. After everybody has

done that, they are asked to introduce their partner to the group. But the

participant cannot use words or props to introduce partner. S/he can use only

actions to do so. Other learners can guess correctly the fact by correlating it to

their own past experiences. Criticizing the theory Roger said that learning include

goals, purposes, intentions, choice and decision making, and it is not at all clear

where these elements fit into the learning cycle. (Roger, 1996). Kohlb himself

pointed out that results of his inventory are based on learners self-rating

mechanism. It does not rate learning style preference but only gives relative

strengths within the individual learner, not in relation to others. Kolb went on to

develop the Learning Style Inventory to help learners understand their strengths

and weaknesses. The inventory measures the learner's preferences in the four

stages learning.

Theory of Multiple Intelligence

Howard Gardner's multiple intelligences theory (MIT) constitutes a learner-based

philosophy which is an increasingly popular approach to characterizing the ways

in which learners are unique and to developing instruction to respond to this

uniqueness (Richards & Rodgers, 2001).Gardener’s multiple intelligence theory

helps teachers to understand learner in better and effective way. It talks about

learners’ individual difference of learning ability. In ESL classroom of vernacular

medium schools in India, it is observed that reading and writing skills are

emphasized a lot than other language skills. Many learners’ with visual–spatial

and verbal–linguistic abilities are doing well in reading and writing activities in

language classroom; but some learners could not perform well in these activities

because of their different learning style. This theory opens a new door to multiple

teaching strategies which can be easily used in ESL classroom according to

learners learning style. Language teachers have to be aware of the different

learning style of learners. Teacher can conduct multiple intelligence tests to find

out which intelligences are best for each learner. MIT is an excellent tool to


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enable teachers to adopt learning strategies and create learning environment that

is suitable for each learner. Language learning through games is an approach

which a teacher can use in ESL classroom to meet the different learning style of

the learners at the optimal level. Language learning games are developed based

on different types of intelligences. Learners can apply their learning style to learn

English as second language through different kind of games.

Though there are such games which cover not only single learning style but also

more than three learning style. For instance, learners have to apply linguistic,

intrapersonal and interpersonal intelligences while participating in games like

role play. Here learners need to express their own feelings and also have to

consider and respect the feelings of others. In a game where learners need to

mime the title of anything for other learners to guess, the bodily kinesthetic and

interpersonal intelligences are brought into play. Teachers are well aware of

diversity in classroom that students are from different economic social, cultural

background which plays an important role in determining the strengths and

weaknesses of one's intelligences. MI theory can be implemented in small size

classroom but it is impractical in overcrowded classrooms with lack of resources

in India which is a great challenge for the teachers. Implementation of MI theory

in ESL classrooms in India is a Utopian idea to the teachers.

Cooperative Learning

Cooperative learning theory is based on the views of Philosophers and

psychologists such as John Dewey, Kurt Lewin, and Morton Deutsh that learners

are active constructors of knowledge by discussing information and answers in

groups, engaging in the learning process together, establishing good relationship

between group members and positive social interdependence instead of passive

receivers of any given knowledge. Developed knowledge and social skills learner

can use outside of the classroom, and in the democratic society. But it is not

possible to make a cooperative group by placing the learner in the same room,

seating them together, telling them that they are a cooperative group, and

advising them to cooperate. A cooperative learning environment will exist if

groups are structured in such a way that group members co-ordinate in activities

https://en.wikipedia.org/wiki/John_Dewey

https://en.wikipedia.org/wiki/Kurt_Lewin


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to facilitate one another’s learning. Five elements such as positive

interdependence, face-to-face interaction, individual accountability, interpersonal

& social skills and group processing are needed to structure the group to facilitate

cooperative learning. If these basic elements of cooperative learning are included

in cooperative learning groups, students achieve better, demonstrate superior

learning skills (Johnson & Johnson, 2008). It will help them build positive

relationships among group members.

The teacher becomes not the “sage on the stage”, but “the guide on the side”

(Johnson et al., 1994). Teachers will not simply grant knowledge to the students

but work as facilitators for students’ learning and encourage the students to work

in groups. These features of cooperative learning indirectly support game based

language learning in ESL classroom.As example while participating in Jigsaw

game, learners have to solve the assigned problem by helping each other in a

group which incorporates the five elements proposed by Johnson and Johnson as

unique elements to form a group to process the cooperative learning. Each

Learner has individual accountability and responsibility to help the group to solve

the problem by doing face to face interaction which helps to develop

interpersonal and social skills. But implementation in large or overcrowded

classroom raises some drawback of cooperative learning. Feature of competition

added by teacher affect the motion of collaboration in cooperative learning

activities. Mismanagement in activities like complication created by teachers,

lack of knowledge of specific procedure among students and poorly structured

group where students at the bottom do no work while the students at the top do

all the work, affect the learning process.

Collaborative Learning

Collaborative learning theory is not just a classroom technique but a philosophy

which is largely rooted in Vygotsky’s socio-cultural theory claiming that learning

is outcome of social interaction either among students or between students and a

teacher, and essentially assists students in advancing through the Zone of

Proximal Development (ZPD) ( Dillenbourg , 1999). ZPD is the distance between

the actual developmental level as determined by independent problem solving


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and the level of potential development as determined through problem solving

under adult guidance or in collaboration with more capable peers (Vygotsky,

1978). It talks about the particular situation people work in a group when they

respect each other views and highlight individual member’s contribution and

abilities. According to this theory knowledge is a product of social construction

rather than individual construction. It emphasizes on inquiry cum learning

process through which learners start to experience created knowledge rather than

transmitted one from teacher.

Collaborative classrooms seem to have four general characteristics such as shared

knowledge among teachers and students, shared authority among teachers and

students, teachers as mediators and heterogeneous groupings of students. It also

emphasizes on game based language learning where learners can work in group

with each other to develop social skills as well as language skills like listening,

speaking, reading, and writing. As for example, Fishbowl debate game in ESL

classroom where learners have to sit in a group of three and have to perform the

assigned roles. The person on left takes one position on a topic for debate, the

person on right takes the opposite position, and the person in the middle takes

notes and decides which side is the most convincing and provides an argument

for his or her choice. At last the groups have to summarize their discussion.

Learners have to complete the task by collaborating with each other within the

group. Here, real life situation will be created for the learners to speak and listen

to each other’s point of view properly and third learner has to write down the

main points of the discussion and summarize it in front of class. This type of

collaborative activity will give learners an open space to develop their language

skills.

Input and Output Hypothesis in Second Language Acquisition (SLA)

Taking a cue from the works of James Asher, Harris Winitz, and Robins Burling,

Stephen Krashen develop the theory of Input hypothesis claiming that we acquire

language by understanding input which is beyond our current level of

competence through contextual and extra linguistic information. We acquire

language in only one way: when we understand messages; that is, when we


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obtain comprehensible input (Krashen, 2003). Sometime Krashen used the term

comprehension hypothesis to refer input hypothesis as better description of his

theory. The Input Hypothesis answers the question of how learners move from

one stage of acquisition to another. Input hypothesis claimed that we acquire

spoken fluency not by practicing talking but by understanding input, by listening

and reading. It is in fact theoretically possible to acquire language without ever

talking and output can play a fairly direct role in helping language learning,

although even here it is not necessary (Krashen, 1982).

Input hypothesis makes an assumption that comprehensible input is the main

factor in SLA as learner’s second language development depends not only on the

amount of input that one receives but also on level of input according to learner

level. If input is higher than level of L2 proficiency of the learner then it would

not be comprehensible and helpful in learning L2. Many critics claimed that

Krashen demonstrate basic ideas of his hypothesis not providing adequate

evidence and properly explaining its many variations and functions but by

arguing in favor of certain phenomena that could be viewed from the perspective

set by his theory, thus rendering it unsatisfactory when empirically tested.

According to Krashen comprehensible input with low affective filter can pave the

way for second language acquisition. In other words, if learners are exposed to

input in non-stressful or low-stressful situation they will acquire the second

language.

But there is no role of production or output in this hypothesis. Therefore learner

could get lots of input over years without any production. But it is not enough to

lead the learners to be fluent and accurate user of target language. Swain

suggested that output is the missing factor in input hypothesis and develop the

theory of comprehensible output. The output hypothesis claimed that while

comprehensible input is necessary for L2 learning, learners also need

opportunities to speak and produce output in order to restructure their inter

language grammar (Swain, 1995). It may offer at least three things like

opportunities for contextualized and meaningful use of language, context meta-

linguistic function means leading the learners to “meta-talk,” or talking about

language and opportunities for hypothesis forming and testing (Ryan, 2007).


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Task based collaborative activities cum games may be most successful on meta-

linguistic role. While participating in language games in ESL classroom, learners

have the opportunities to receive input as well as produce output. Language

games make the input possible in real context as the linguistic level of learners

participating in playing games are more or less same. Games also create a real

life context where learner can get scope to make an output and sometimes, under

some conditions, output facilitates second language learning in ways that are

different form, or enhance, those of input (Swain, 1995).

Discussion

Based on the empirical study of literature and the theories behind game based

language learning, it can be said that language games can work as a self-

motivator to stimulate learners’ interest and curiosity, which help the learners to

actively participate in language learning activities. According to Krashen’s

affective filter hypothesis, Affect refers to non-linguistic variables such as

motivation, self-confidence, and anxiety which will affect acquisition (Xiaoyan,

2009).Comprehensible input depends on affective filters which blocks input to

fail acquisition and it also determines individual variation in SLA. But activities

like games lower down affective filter to make learning meaningful and playful.

According to researchers, affective filter such as anxiety, fear of failure and

embarrassment affect the process of second language development. While

learner’s participation is the key to active learning, positive attitudes and

confidence are foundational to learning in order to reduce learners’ affective

filters. Teachers need to create kind, safe and interesting classroom environment

where learners can ask question, share and discuss their ideas with each other,

readjust and refine their thinking. These may work as strong antidotes to lack of

engagement. Games help to create this type of environment in ESL classroom.

Not all the games but games like role play affects learners’ attitude to English

language. It influences learners to develop positive attitude towards language

learning (Quijano, 2015). Thus it can be said that games help to develop positive

attitudes towards language learning. Language games also create situation where

learners can expose themselves to target language and have some experiences of

language use. While participating in a game they use language resources


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available to them such as solving problem, sharing and comparing ideas, opinions

and culture. Learners are exposed in the target language environment to develop

four language skills equally which help them to internalize the target language.

Therefore games can be viewed as tool in this developing process, teacher can

use it any time whenever is necessary and appropriate, to warm up a lesson, to

provide practice for previously introduced language points, to present new items,

to end a lesson as follow-up activities, to serve as a substitute for unsatisfactory

materials.

While participating in games, the learners have to communicate with each other

in target language without any fear of public humiliation in front of other learners

which would help them to be confident to explore new language and use it in

communication. This is the example of an agreeable and supportive learning

environment. Games also help in learners’ social and emotional development by

engaging the learners in pair and group work which humanizes the classroom and

makes the path of learning easy. For instance, Teacher can use framing questions

game with reading comprehension lesson in intermediate level classroom, where

learners will be instructed to read a text and frame some questions based on their

comprehension of the text by dividing class into groups. Learners have to

complete this task by discussing and helping each other within the group. Each

group will get a chance to ask question to others to get the points. Learners in

group will be engaged in framing questions collaboratively to get better score.

This game may create interest among learners to actively participate in reading

activity to be able to frame more questions than others which help to develop

reading skills of the learners.

Conclusion

The overall empirical study of theories behind game based language learning

helps to change the teaching- learning scenario in ESL classroom. Analysis of

various theories which directly or indirectly support adaptation of game based

language learning in ESL classroom, help to change language teachers’

perception about language games. Games not only motivate the learner to

participate in learning activities but also create a real life context for the learner


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to use the language in ESL classroom. Having done a pilot study of various

learning theory, it is observed that these theories are emphasising on learner and

learning centred classroom where learners are creator of their own knowledge

individually or with help of more knowledgeable others, but this does not mean

knowledge transmitted from teacher. These theories are in need of a single

platform where they can be implemented. It is observed that game based

language learning is the emerging technique through which various learning

theories can be incorporated and implemented practically into ESL classroom to

provide the learners good learning experiences which lead to good learning

outcomes. The authors are looking at implications of these theories through

games in ESL classroom. Though, there are lots of aspects that need to be

explored through further research such as its implication, effectiveness and

outcomes in ESL classroom in India. Theoretical aspects of adopting language

games in ESL classroom are presented by authors in this paper but practical

implementation of games in ESL classroom can provide real indication of its

success in Indian context.

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