Game as a Positive Force in Language Learning

This study aims to look at the impact of games on second language learning. It will focus on the pedagogical value of the games in language learning. This paper inquires how games affect learning a foreign language. Wright, Betteridge & Buckby (2006) stated that “language is hard work... Effort is required at every moment and must be maintained over a long period of time’’ (p. 2). Interesting games are a valuable resource in sustaining the necessary interest that second language learning calls for. Sometimes learners feel stucked and would not be able to learn the language due to the demand and stress of language learning. Games provide an opportunity to reduce the anxiety of learners. Köksal, Çekiç & Beyhan (2014) consider games as essential as food for enterprise, ingenuity, and naturalism (p.82). Some teachers and educators may think games as time consuming and waste of time. Since some underestimates the games and the edutainment concept, they avoid this tool but the study will raise awareness of games and advocate for their proper use in second language teaching. “There is a common perception that all learning should be serious and solemn in nature, and that if one is having fun and there is hilarity and laughter, then it is not really learning’’ (Kim, 1995, p. 35). This paper aims to question this misconception about games and reconsider games’ significance in terms of authenticity, participation, practice and motivation in the language learning process. This literature review will look at previous research on games’ conceptualization and language learning, and thus will highlight lessons for future directions in order to better our teaching practices.