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 ISSN: 2395-0595

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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

1
Sujay 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.

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.
 ELT VIBES: International E-Journal For Research in ELT
Volume 2, Number 3. 20-34. (2016)
ISSN: 2395-0595

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

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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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