ESL LEARNERS’ COMPETITIVENESS AND RETENTION INFLUENCED BY ENGAGEMENT IN BOARD GAMES DURING STUDY SESSIONS

Abstract

This study aims to provide a holistic overview of the implementation of board games in English as a Second Language (ESL) education. It focuses on students’ experiences with board games as a language-learning tool. Employing qualitative research methods, including observation techniques and semi-structured interviews, the study aims to descriptively analyse the obtained data. The findings affirm that college-level students exhibit high interest and strong enthusiasm towards learning through board games as a medium. This underscores that such tools can foster a pleasant learning environment, as they are believed to sustain students’ attention and actively engage them in the learning process, thus reducing tension and rigidity often associated with language learning. The expected learning outcomes include the expansion of students’ vocabulary, deepening their understanding of grammar, and enhancing their speaking abilities. A collaborative learning model encourages students to interact and cooperate actively. This research implies that the presence of board games holds significant potential as an ESL instrument, fundamentally enhancing students’ motivation to learn and fostering enjoyable learning experiences. While previous studies have highlighted the motivational impact of board games influence students’ competitiveness and information retention in the ESL context. Thus, it can be extensively and intensively developed as a teaching technique in future education scenarios.