Exploring the effectiveness of digital games as motivational tools for English language learning in primary school settings

Abstract

This study aims to investigate the effectiveness of digital games as motivational tools for English language learning in primary school settings. In recent years, the integration of digital games into educational settings has gained significant attention due to their potential to enhance students' motivation and engagement. However, limited research has explored the specific impact of digital games on English language learning in primary school contexts. To address this gap, a mixed-methods approach was employed, combining quantitative measures of student motivation and language proficiency with qualitative data obtained through interviews and observations. The study involved a sample of primary school students aged 8 to 10 years in Shymkent, who participated in a digital game-based English language learning program over a period of 10 weeks. The findings revealed that the use of digital games positively influenced students' motivation to learn English and contributed to improvements in language proficiency. The students reported high levels of enjoyment and engagement while playing the games, which resulted in increased participation and active learning. Additionally, the qualitative data highlighted the potential of digital games to foster collaborative and communicative skills, as well as to provide opportunities for autonomous learning. However, some challenges, such as limited access to technology and the need for appropriate game design and pedagogical integration, were identified. This research contributes to the growing body of literature on gamification and digital technologies in education, emphasizing the potential of