Effectiveness of language games in teaching writing at EFL classroom: an action research

Abstract

This study, titled "Effectiveness of Language Games in Teaching Writing in EFL Classrooms: An Action Research," aimed to evaluate the effectiveness of innovative techniques in teaching writing at the Basic level and to identify the major challenges in using these techniques. A qualitative research method, specifically action research, was employed to conduct the study. The study population comprised non-secondary English teachers in the Kathmandu district, with a sample selected through non-random purposive sampling.To collect the necessary data, I conducted open-ended in-depth interviews and classroom observations. The data were analyzed and interpreted, revealing that students initially struggled with writing but showed significant improvement when language games were introduced, compared to traditional teaching methods. I built rapport with the students and teachers, administered a pre-test to assess students' existing proficiency in writing, vocabulary, and intention, and conducted progress tests during the study period, concluding with a post-test. The key findings indicated that the average pre-test score was 10.8, the progress test average was 14.23, and the post-test average was 18.63, demonstrating a significant increase in students' performance.Language games facilitated the development of various sub-activities in writing, encouraged group work, pair work, and project-based activities. The main aim was to determine the effectiveness of language games in teaching writing, showing that students were motivated, attentive, and actively participated in tasks. The research is organized into five chapters. Chapter one introduces the study, covering the background, problem statement, objectives, research questions, significance, delimitation, and operational definitions of key terms. Chapter two reviews the literature, theoretical framework, and implications. Chapter three details the methods and procedures used. Chapter four presents the results and discussion, exploring English teachers' knowledge and attitudes towards action research in classroom practice, the challenges encountered, and ways to overcome them. Chapter five provides a summary, conclusion, and implications.