UNLOCKING STUDENT ENGAGEMENT IN STYLISTICS: A GAME-BASED PEDAGOGICAL STRATEGY FOR LOWER-LEVEL ENGLISH LEARNERS

Teaching stylistics, a subject that inherently demands a high level of linguistic competence, poses a unique set of challenges when the target audience comprises B1-level English learners. Traditional pedagogical approaches often fail to engage these students, leading to decreased motivation and suboptimal learning outcomes. This article presents an innovative, game-based pedagogical strategy designed to enhance student engagement and comprehension in a stylistics course at Nakhchivan State University. The study involved 30 fourth-year students, predominantly female, with English proficiency levels hovering around the B1 mark. The teaching methods incorporated various interactive elements, including ice-breakers, activities centered around identifying stylistic devices, and games designed to make the learning process more engaging. Preliminary results indicate a significant increase in student engagement and comprehension, as evidenced by class participation rates and performance in formative assessments. This article aims to contribute to the existing body of literature on effective pedagogical strategies for teaching complex subjects to students with lower levels of language proficiency.