


































Education, Language and Sociology Research 

ISSN 2690-3644 (Print) ISSN 2690-3652 (Online) 

Vol. 4, No. 3, 2023 

www.scholink.org/ojs/index.php/elsr 

104 
 

Original Paper 

A Survey on the Application of Game Teaching Method in 

English Teaching of Primary School: A Case Study of a Primary 

School in Our Local City 

Wang Ruisi1 

1 School of Education, Jilin International Studies University, Changchun City, Jilin Province, China 

 

Received: June 25, 2023        Accepted: July 18, 2023      Online Published: July 27, 2023 

doi:10.22158/elsr.v4n3p104        URL: http://dx.doi.org/10.22158/elsr.v4n3p104 

 

Abstract 

The game based teaching method is specifically aimed at assisting English teaching, communicating in 

English, and widely used in English classrooms or extracurricular activities. Compared with Chinese, 

primary school students lack a certain language environment for English learning and do not have a true 

understanding of English learning. Therefore, English teachers should use games to mobilize students’ 

enthusiasm for learning, and follow the basic principle of “happy teaching” to adapt to students’ 

development. However, there are still many problems with game teaching methods in English teaching. 

This thesis wants to explore the current situation of the application of games in English teaching and 

research its countermeasures, so that more front-line teachers can benefit from it. 

This study is based on Piaget’s cognitive development theory and happiness education theory. By using 

the methods of questionnaire survey and interview, this paper delves into the current application status, 

existing problems, and cause analysis of game teaching methods in primary school English classrooms. 

And the study summarized the shortcomings of current primary school English teachers in the application 

of classroom game teaching methods. 

It is found that the main problems are: in ordinary classes, the use of game-based teaching methods is 

still relatively limited; students’ game goals are unclear and cannot be applied to practice; the class is 

chaotic; and all students cannot participate in the game. 

The study suggests that the teacher enrich the theoretical knowledge of game teaching methods and 

strengthen their application. Schools can provide training for teachers at appropriate times, or regularly 

order publications or books related to games. Teachers can also learn more from successful game 

application cases to improve the application ability of game teaching methods. For the student group, 

research suggests that students clarify the purpose of games and enable them to understand the true 



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 4, No. 3, 2023 

105 
Published by SCHOLINK INC. 

intention of the teacher in using games in the classroom. Secondly, it is necessary to strengthen students’ 

classroom discipline. 

Through in-depth exploration of the practice of game teaching methods in primary school English 

classrooms, it has reference value for primary school English teachers to correctly and effectively 

implement game teaching methods, and has profound significance for better implementing game teaching 

methods in primary school English classrooms. 

Keywords 

primary school, the game teaching method, English teaching 

 

1. Introduction 

As globalization continues to deepen, English has become the universal language of the world, and the 

development of various aspects and levels of a country cannot be separated from English. As the country 

attaches importance to English, more and more parents recognize the importance of English and attach 

great importance to it. 

In the early stages of English learning, children can always maintain a high degree of interest and enjoy 

learning. However, in the transition period from low to high English, the content of learning increases 

and the difficulty increases. How to keep students enthusiastic about learning and achieve better learning 

outcomes has become the focus of discussion. The way teachers teach has an impact on students’ interest 

in learning. How to enable students to understand rich English knowledge and improve their development 

level in a relatively relaxed environment is currently an important topic facing researchers and teachers. 

In order to match the requirements of the new situation, combine with the characteristics of primary 

school teaching, and meet the overall development of students, a lively teaching method - game teaching 

method has emerged. However, in teaching practice, there are problems and challenges such as 

monotonous games, excessive games, and inability to meet the needs of all students.  

Based on teaching practice and theoretical research, this article analyzes the application strategies of 

game teaching methods in primary school English teaching from the perspective of the current situation, 

existing problems, and causes of the application of game teaching methods, with a view to benefiting 

front-line teachers. 

This study starts with the definition of core concepts and defines games and game based teaching methods 

through literature review. Based on Piaget’s cognitive development theory and pleasure education theory, 

questionnaire survey and interview methods are used to analyze and summarize the current application 

status, existing problems, and reasons of game teaching method in primary school English teaching, and 

provide suggestions for this. 

 

 

 

 



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 4, No. 3, 2023 

106 
Published by SCHOLINK INC. 

2. Overview of Game and Game Teaching Method 

This section describes the definition of games, and analyzes the definition, characteristics, and necessity 

of game teaching methods. 

2.1 Definition of Game 

Peng Liu (2011) proposed that games are a social behavior based on material needs satisfaction, 

following certain rules within a specific time and space range, and pursuing spiritual needs satisfaction. 

Dutchman John Huizinga (1996) proposed that games are voluntary activities carried out in a certain 

time and space, fully following consciousness, accompanied by tension, pleasure, and a consciousness 

that is different from ordinary life, and has its own activity goals. Although this concept is derived from 

the perspective of cultural history, it has received the widest recognition. 

According to the above concept of game, it is concluded that the game is an entertainment activity with 

game rules and preset and fixed structure. Playing interesting and stimulating activities can promote 

English learning and stimulate students’ enthusiasm for learning. The author believes that game based 

teaching methods can not only adapt to the psychological characteristics of children’s learning, but also 

adapt to the characteristics of primary school English teaching. Zhang Jie (2014) proposed that the game 

based teaching method for primary school English has the characteristics of purposefulness, education, 

standardization, challenge, and safety. 

In combination with the research objectives of this article, games can be defined as a voluntary activity 

that proceeds from the fun of the activity itself, and can fully exert people’s subjective initiative. For the 

primary school students studied in this paper, play is an important psychological need for children’s 

development. 

2.2 Game Teaching Method 

As the name suggests, game teaching is a teaching method that follows the teaching objectives specified 

in the curriculum standards, combines interesting games, operates games according to certain game rules, 

and successfully completes teaching tasks. The game teaching discussed in this article is mainly about 

teaching in primary school English classrooms. 

2.2.1 The Definition of the Game Teaching Method 

The game teaching method is a method of using the manifestation of games to carry out teaching activities. 

Through games, teachers can achieve their own teaching goals, thereby achieving their own teaching 

goals. 

Xiang Li and Guiping (2011) believe that the so-called game teaching focuses on teaching, integrating 

appropriate and reasonable game teaching into actual classroom teaching activities, which is consistent 

with the physical and mental development characteristics of primary school students. Meanwhile, 

considering that the fun of games can fully stimulate students’ learning enthusiasm, activate the 

classroom atmosphere, and achieve ideal teaching effects, the purpose of game teaching is to make it 

easier for students to understand and master knowledge. 



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 4, No. 3, 2023 

107 
Published by SCHOLINK INC. 

It allows children to naturally master the knowledge in textbooks and acquire extracurricular knowledge 

they need to understand in a relaxed atmosphere, in a pleasant game activity, in a fierce competition, and 

in a stimulating and addictive state. According to this article, “game teaching method” is defined as a 

combination of “game activities” and “classroom teaching”. Teachers impart knowledge to students 

through games, and students gain knowledge and experience through games. Ling Meiye (2005) delved 

into the theory of game education and explored the ideas and types of game education teaching. The 

game teaching method completely changed the traditional classroom teaching mode, with students 

becoming the masters of the classroom and increasing communication and interaction with teachers. 

2.2.2 The Characteristics of Game Teaching Method 

The game teaching method has the following distinct characteristics: 

1). Interesting 

The games in the textbooks are rich in content, lively in form, and highly interesting, which can meet the 

psychological needs of pupils who are curious, active, and seeking novelty, difference, and change. 

2). Episodic 

The games selected in the textbook have certain storylines, and students can play certain roles in the 

game activities. By reconstructing the scene, students can have a more authentic learning experience. 

This teaching method can create a virtual environment for students, making them feel as if they are in 

the real world, thus obtaining a deeper learning experience and laying a more solid foundation for their 

ability to cope with similar situations in the future. 

3). Competitive 

Games are generally conducted in the form of confrontation, in which there will be victory or defeat. 

Games are usually played in the form of confrontations, where there will be victories and losses. The 

winner will fully showcase themselves, while the loser will summarize their experience and catch up. So, 

game teaching content can effectively cultivate students’ spirit of being brave and good at competition. 

4). Simplicity 

Most of the games in the textbook are relatively simple, and students must find ways and means of 

success from simplicity, which is conducive to inspiring students to actively think, independently analyze, 

and decisively make decisions. 

2.2.3 A Review of Research on Game Teaching Method 

Based on a review of domestic and international research, the current research status of game based 

teaching methods is as follows: 

1). Most of it is practical research, lacking theoretical research 

Through summarizing the literature, it was found that most of the articles were focused on game teaching 

methods and strategies in primary school English, but there is little research on the definition and related 

theoretical foundations of game teaching. In fact, people not only need to understand the meaning of 

game based teaching methods, but educators should also research and summarize the current popular 

theoretical schools, use theory to guide practice, and make research a science. In foreign countries, people 



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 4, No. 3, 2023 

108 
Published by SCHOLINK INC. 

have conducted some research on the role and application of traditional games and electronic games in 

primary education. The research on traditional games still remains at the theoretical level, and there are 

many experimental studies related to the teaching mode of electronic games. However, there are few 

systematic and in-depth studies on the teaching mode of “games”, which also points out a direction for 

future scholars. 

2). There are many studies on the misconceptions of game based teaching methods, and there is a lack of 

analysis of the reasons for them 

Through the statistics of keywords, it was found that there are many articles related to primary school 

English game teaching, but there is not much exploration of its causes. Teachers and scholars not only 

need to provide suggestions for the problems that arise in the classroom of primary school English game 

based teaching methods, but also to analyze the reasons and take corresponding countermeasures. For 

example, in the process of implementing game based teaching methods, when faced with the problem of 

poor student participation, most scholars have proposed in their research how to change the 

organizational form of games and stimulate learners’ enthusiasm, However, it is not possible to conduct 

in-depth analysis of the reasons for the problems. 

3). Most of the suggestions are provided, but there is a lack of sharing of lesson examples and actionable 

games 

In relevant articles, many people have summarized some skills and precautions related to elementary 

school English games, but these are only superficial analyses and cannot provide more actionable details. 

If teachers can design classroom games based on specific teaching examples, it will be helpful for 

teachers to practice rationally in teaching. 

2.2.4 The Necessity of Game Teaching Method in Primary School 

At present, because of the influence of the remaining test-oriented education, many schools and parents 

pay more attention to the students’ academic achievement, and neglect their own interest and innovation 

ability. This is unfavorable to social development and students’ overall and healthy development. 

But with the implementation of compulsory education English curriculum standards, English classes are 

increasingly concerned about students’ learning interests. In primary school English teaching, game 

teaching is an effective method. Through game teaching, students can learn by playing, promote the 

learning of new knowledge and skills, keep up with the times, and achieve comprehensive development. 

Interest is the best teacher, while games are the most effective way to stimulate students’ interest in 

English learning, and also consolidate and improve the ability of primary school students to use English 

knowledge. 

 

3. Theoretical Foundation 

As mentioned above, the theories involved in this section should include Piaget’s cognitive development 

theory and pleasure education theory used below. 

 



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 4, No. 3, 2023 

109 
Published by SCHOLINK INC. 

3.1 Piaget’s Theory of Cognitive Development 

Jean Piaget (1950) proposed Piaget’s cognitive development theory in the 1920s.He divided the cognitive 

development process of students into four stages: the perceptual stage (0-2 years old), the pre operational 

stage (2-7 years old), the specific operational stage (7-12 years old), and the formal operational stage 

(12-15 years old). The cognitive development of primary school students is in the concrete operation 

stage, and the children at this stage of development have the concrete operation ability, resulting in the 

concept of “conservation” and “reversibility”. Operation is the core concept of Piaget’s theory of 

intellectual development. Piaget’s cognitive development theory provides us with a series of teaching 

ideas. During this period of education, children are still inseparable from specific objects and images. 

First of all, the teaching content should match the cognitive development level of students, which requires 

us to match the cognitive development level of primary school students in the setting of games and the 

selection of difficulty; Second, as the main body of learning, cognition has been further developed 

through its interaction with the outside world, which shows that students’ cognitive development is an 

active process, and teachers should have continuous external influence on it. Through the stimulation of 

classroom games, students’ cognitive ability can be continuously stimulated, thus promoting their 

cognitive development. 

Piaget’s cognitive development theory provides many useful methods for education. In order to align the 

course content with students’ cognitive development level, Piaget divided the cognition of young children 

into four periods and pointed out that each period has its own cognitive characteristics, and the latter’s 

cognition is based on early cognition. This requires teachers to choose teaching content and arrange 

courses reasonably based on students’ cognitive development level when teaching this course. 

3.2 Theory of Happy Education 

The theory of happy education originated from the “live education” educational thought of Mr. Chen 

Heqin (1940), a famous educator in modern China, and was put forward by Mr. Ni Guyin (2009), a senior 

teacher, in the early 1980s. This educational idea opposed the exam-oriented education in which students 

studied hard and lost their happy childhood. At present, although quality education is strongly advocated, 

most teachers still pay attention to the knowledge in textbooks and blindly instill knowledge into students. 

Happy education has changed the simple mode of imparting knowledge. As a language learning, it is 

more necessary to start with emotional education and combine knowledge with emotion. 

The author believes that game teaching and happy education are inextricably linked. Change the 

traditional classroom teaching method, provide children with a variety of games suitable for the teaching 

content in the classroom, so that students can improve their learning concepts, and students will actively 

and actively learn English happily, turn learning weariness into learning pleasure, and finally turn 

learning hard. In teaching, students pay more attention to stimulating and cultivating students’ interest in 

learning. No matter how important the content of the course is, it is an external factor. Students should 

be willing to accept it subjectively and be interested in what they have learned, so as to achieve the 



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 4, No. 3, 2023 

110 
Published by SCHOLINK INC. 

teaching objectives. Therefore, in order to make primary school students put into a good learning state 

happily in English learning, the teacher must adopt the game teaching method. 

A good classroom atmosphere helps students focus their attention, improve their interest in learning, and 

cultivate their ability to learn independently. In order to play the role of games in students’ early education, 

teachers can create a game teaching situation in the classroom to create a good game atmosphere, 

allowing students to quickly understand what they have learned and better master the skills they have 

learned in a happy game. 

 

4. Research Methodology 

The research Methodology is elaborated from four aspects: research questions, research instruments, 

research participants, and data collection and analysis. 

4.1 Research Questions 

There are still many problems with the game teaching method in teaching. The author wants to investigate 

and analyze the current situation of the application of games in English teaching, so as to benefit more 

frontline teachers. 

1). What is the Status Quo of the application of game teaching method in primary school English class 

2). What are the problems in the application of game teaching method in primary school English class 

3). What are the causes of the problems in the application of game teaching methods in primary school 

English classes? 

4.2 Research Participants 

In order to comprehensively understand the implementation of game based teaching methods in primary 

school English classrooms, this study distributed a questionnaire survey to students. A total of 12 

questions were distributed to students in grades three to five of primary school, and questionnaires were 

collected immediately after students completed their studies. 

The school has a total of 8 English teachers, and the author selected 4 English teachers with different 

teaching experiences as the interview subjects to ensure the representativeness of the interviewed 

teachers. 

4.3 Research Instruments 

There are two main research methods used in this study, namely questionnaire survey method and 

interview method. 

4.3.1 Questionnaire 

This study distributed a survey questionnaire to students, consisting of 12 multiple-choice questions. 

Considering the cognitive abilities of primary school students, the survey questionnaire used simple and 

popular language. These 12 multiple-choice questions are all multiple-choice questions and are answered 

anonymously. 

 

 



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 4, No. 3, 2023 

111 
Published by SCHOLINK INC. 

4.3.2 Interview 

This study also designed an interview outline for teachers. This article conducts interviews from five 

levels. Firstly, there is a certain understanding of the basic situation of the teacher. Secondly, there is an 

understanding of the teacher’s attitude and views on game teaching methods. Thirdly, there is an 

understanding of the resource allocation of game teaching. Fourthly, there is a survey of the teacher’s use 

of games in the classroom. Finally, there are issues with game teaching methods. There are a total of five 

aspects and five questions. 

4.4 Data Collection and Analysis 

After obtaining the consent of the teacher, the author distributed the questionnaire five minutes before 

class, with a time limit of ten minutes. After ten minutes, the group leader of each group collected the 

questionnaire and submitted it uniformly. A total of 100 questionnaires were distributed, and 96 valid 

questionnaires were ultimately collected. 

After that, the author entered the paper questionnaire into EXCEL, and further discovered the problems 

of game teaching method in primary school English class during the data analysis process. 

The interview was conducted in the English office of the school in the form of chat and conversation, 

creating a relaxed and comfortable atmosphere to understand the true views of English teachers on game 

teaching methods. During the interview, corresponding modifications will be made to the answers of the 

interviewed teachers, but the overall direction of the interview will not change. Each interview and 

communication with the teachers will take about ten minutes. 

 

5. Results and Discussion 

The main content of this section is to collect and organize questionnaire data from students, use the 

collected data to understand their cognitive level of game teaching, and discover the problems of game 

teaching method in primary school English teaching. The analysis of the questionnaire is as follows: 

5.1 The Status Quo of the Application of Game Teaching Method in Primary School English Teaching 

According to the results of the questionnaire, in the question “Do you like English classes?”, 55% of the 

students like English classes, 35% of the students have an average attitude towards English classes, and 

only 10% of the students do not like English classes.  

 

 

Figure 1. Do You Like English Classes? 

 

55%
35%

10% like

common

Not very fond of it



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 4, No. 3, 2023 

112 
Published by SCHOLINK INC. 

It can be seen that the majority of students in Z School enjoy English classes, but there is also a large 

number of students who are not very enthusiastic about learning English. 

In the question “How do you think of the current English class?”, 73% of the students thought that the 

English class was lively and interesting, 17% of the students thought that the English class was slightly 

dull, and 10% of the students thought that the English class was boring.  

 

 

Figure 2. How do You Think of the Current English Class? 

 

According to the survey results, most of the English classes were lively and interesting, which helped 

students learn in English class. 

 

 

Figure 3. Teacher Classroom Usage Frequency 

 

From this question, “Will the teacher play games related to English with you in English class?” After 

sorting out the data, it can be concluded that only 6% of the students selected chose not to play games. It 

can be inferred that the application of game teaching method in school Z is good in class. In class, 70% 

of teachers often play games. Therefore, the author believes that school Z should continue to encourage 

and promote the application of game teaching method in English class. 

 

73%

17%

10%  interesting

slightly dull

boring

70%

24%
6% often

Occasionally

never



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 4, No. 3, 2023 

113 
Published by SCHOLINK INC. 

 

Figure 4. Students’ Understanding of Game Rules 

 

Understanding the rules is the premise for students to successfully play the game. However, the students 

who can always understand the rules of the game account for 18% of all the samples, while the students 

who choose “can’t understand but can understand through demonstration” account for more than half of 

all the samples, accounting for 72%. So some teachers will combine demonstration with explanation, 

which will greatly improve students’ understanding of the rules, but nearly 10% of the students still can’t 

understand at all. 

 

 

Figure 5. Does the Teacher Often Play a Few Fixed Games or Do They Often Switch to New 

Ones? 

 

From the chart, it can be seen that in the classroom, 40% of teachers often play fixed games, and 36% 

often play new games. Although teachers are able to use game based teaching methods in most 

classrooms, there are more situations where teachers engage in fixed games than when they frequently 

engage in new games. 

 

 

Figure 6. The Impact of Games on Class Order 

 

18%

72%

10%

always understand

can't understand but can
understand through
demonstration
can't understand

40%

36%

24% Fixed Games

Regularly innovate

unclear

67%

29%
4% Very influential

common

occasionally



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 4, No. 3, 2023 

114 
Published by SCHOLINK INC. 

As shown in the survey results, in the process of playing games, 67% of the students felt that the 

implementation of games in the classroom had a great impact on the class order, and that the situation 

that the game had an impact on the class order accounted for more than half of the total number of 

students surveyed. It can be seen that the improper implementation of the game teaching method would 

have a negative effect on the classroom. 

 

 

Figure 7. Students’ Preference for Game Difficulty 

 

From the survey result of the question “How difficult do you like games in English class?”, 53% of 

students like games with general difficulty, 32% like games with great difficulty, and only 15% like 

games without difficulty and easy to do. It can be seen that when designing classroom games, certain 

difficulties will attract students more. 

 

 

Figure 8. Student Preferences for Game Types 

 

The result of the survey shows that 46% of the students prefer the reaction games, and 21% prefer the 

speed games;33% of students like to test memory games. Knowing that students’ preference for 

classroom games is helpful for teachers to choose games. Choosing games that students are interested in 

will motivate students more. 

 

53%
32%

15% general difficulty

great difficulty

without difficulty

46%

21%

33% reaction games

speed games

memory games



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 4, No. 3, 2023 

115 
Published by SCHOLINK INC. 

 

Figure 9. Frequency of Teacher Evaluation of Game Results 

 

As shown, 48 of the 96 questionnaires said that teachers would praise and evaluate after each game, 

accounting for the majority of the survey. In addition to verbal praise, game rewards play a great role in 

stimulating students’ learning motivation. 

 

 

Figure 10. Students’ Preference for Winning Games 

 

Most of the primary school students in grade three want to get bonus points and rewards, and most of the 

students in grade four and five want to get write-free rewards. The author believes that this survey result 

is also related to the amount of English homework in different grades. In short, proper rewards and effect 

evaluation will help the development of game teaching. 

 

 

Figure 11. The Impact of Games on Students’ Learning of Classroom Knowledge 

 

50%
40%

10% praise and evaluate
after each game

Sometimes praise

Almost no praise

16

14

5

5

10

20

2

8

16

0 5 10 15 20 25

加分

奖品

免写

五年级 四年级 三年级

54%

36%

10%

 be able to remember the words and
sentences in the process of the game after
class
did not have a solid grasp of the content
learned in the game

without learning knowledge



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 4, No. 3, 2023 

116 
Published by SCHOLINK INC. 

According to the survey, 52 of the 96 students were able to remember the words and sentences in the 

process of the game after class, 34 students did not have a solid grasp of the content learned in the game, 

and only 10 students separated the game from learning in the classroom without learning knowledge. 

And the vast majority of students believe that game teaching is helpful to their learning and can improve 

their interest in learning, but there are still 7 remaining students who believe that there is no help or even 

a negative impact on learning. 

Based on comprehensive interviews with several teachers, it can be found that their attitudes towards 

game teaching methods are recognized and approved. In primary school English teaching classes, both 

teachers and students are very fond of game teaching methods, but English teachers have not received 

special training, and their application abilities of game teaching methods still need to be improved. 

5.2 The Problems in the Application of Game Teaching Method 

The author mainly analyzes the problems existing in the application of game teaching methods from the 

perspectives of teachers and students. The paper concludes the shortcomings of the current primary 

school English teachers’ application of game teaching method in the classroom. For example, in the 

regular classroom, the use of game teaching method is still less; The students’ game objectives are unclear 

and fail to achieve their practical application; Classroom is in disorder; It is not guaranteed that all 

students will participate in the game; Can’t provide enough game resources, etc. 

5.2.1 The Problems in Teacher Design in Game Teaching 

The problem lies in the traditional form of classroom organization in which teachers design game 

teaching, and the lack of diversity of game material innovation. According to the interview, the seats of 

middle school students in the class are mostly fixed. The students listen below, the teachers stand on the 

platform, and some teachers also require students to listen behind their hands. This method allows 

students to maintain discipline in the class, but to some extent it will restrict their thinking and practice, 

which leads to the limitations of game teaching, and the teaching methods of teachers are too monotonous, 

let teachers and students feel extremely tired. From Figure 1 of the survey questionnaire, it can be seen 

that the majority of students in Z School enjoy English classes, but there is also a large proportion of 

students who are not very enthusiastic about learning English. Some teachers only invited a few students 

to perform on the stage when they played games, which made the students in the seats mistakenly think 

that they had nothing to do with the class and the game activities organized by the teachers, resulting in 

chaos in the classroom discipline and greatly reduced teaching effect. At this time, if the teacher organizes 

classroom discipline, it will affect the precious time of students in class and fail to reach the teaching 

objectives. 

In addition, according to the survey results, the author also found that the game materials collected by 

teachers are not enough. Some young teachers can actively find the source of the game, but most of the 

game materials used by teachers are not rich, and the content is lack of novelty. In primary schools, games 

such as finding adjacent letters, guessing words and losing letters are often used. The game is easy to use, 



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 4, No. 3, 2023 

117 
Published by SCHOLINK INC. 

and both teachers and students are familiar with it, but it lacks creativity and flexibility. The students’ 

fixed seats will also greatly reduce their interest and expectations. 

5.2.2 The Problems in Students Attitude to the Game Teaching Method 

During the interview, the author learned from the teacher’s classroom feedback that a large number of 

students failed to understand the learning objectives of the game designed by the teacher, and their 

attitudes towards the game were incorrect. They believe that English classroom games are purely casual 

games that only focus on the form of the game, rather than the essence of the game. According to the 

results of Figure 11 of the survey questionnaire, 34 out of 96 students did not have a solid grasp of content 

learning games, and 10 students stated that they did not learn knowledge while playing games in the 

classroom, which is not optimistic. It also indirectly reflects that some students have a poor attitude 

towards playing games in the classroom and do not have a correct gaming perspective. 

However, the deviation of the teaching objectives caused by games will affect the classroom rhythm and 

disrupt the classroom plan. The learners just want to enjoy the fun of playing, and do not understand the 

purpose of the teacher’s guiding us to do game activities. The main problem caused by this mentality is 

that the game activities carefully prepared by the teacher only become a way for students to relax 

themselves, and cannot achieve the purpose of truly using the game activities. 

Through the results of questionnaires and interviews, it can be concluded that the chaos of classroom 

order is also one of the important factors leading to the ineffective implementation of game teaching 

methods. Primary school students have poor self management skills. Once the classroom atmosphere 

becomes active, it is difficult for teachers to effectively and orderly manage the classroom. Poor 

classroom discipline can lead to various situations such as ignoring the rules of the game or breaking the 

rules of the game. 

5.3 The Cause Analysis of the Problems in the Application of Game Teaching Method 

The author also analyzes the reasons for the problems in the application of game teaching methods from 

two aspects: teachers and students. 

5.3.1 Influence of Traditional Teaching Methods 

The author found through investigation that the traditional teaching methods in actual English classrooms 

are still deeply rooted, the dominant position of learners is not fully recognized, and students’ learning 

enthusiasm and initiative are not fully stimulated. In terms of teaching, it still centers around teachers, 

especially older teachers who pay less attention to games. During the interview process, many teachers 

still expressed that traditional teaching methods are the most effective way to achieve teaching objectives, 

while neglecting students’ absorption of knowledge. English class is a minor subject in primary school, 

so teachers are not willing to devote a lot of energy to designing classes to develop students’ abilities in 

all aspects, and only pay attention to the teaching of knowledge and the reflection of achievements. From 

Figure 5 of the questionnaire survey, it can be concluded that teachers are more likely to engage in fixed 

games than those who frequently participate in new games. However, as an application-oriented major, 

its teaching focus should be on students’ ability to use and dare to use, especially in the context of quality 



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 4, No. 3, 2023 

118 
Published by SCHOLINK INC. 

education, there should be no such phenomenon as “dumb English”. Through interviews with fourth and 

fifth grade English teachers, they stated that the atmosphere in the classroom will be more solemn than 

in third grade. Teachers rarely play games in class. Most of the time in class is for students to do exercises 

and discuss exercises. So students’ interest in learning is not high, and the classroom will also be very 

dull. Therefore, the deep-rooted traditional teaching mode will make teachers overlook the application 

of game teaching. 

5.3.2 Teacher’s Lack of Knowledge of Game Teaching Method 

In addition, teachers need to have certain theoretical knowledge of games to support before carrying out 

the game teaching method, so as to carry out game design and selection on this basis. However, most 

teachers have very little theoretical knowledge about game teaching. Through interviews with teachers, 

some of them mentioned that they have not systematically studied game based teaching methods. In 

ordinary classroom teaching, the games used are basically designed or selected by teachers based on their 

own teaching experience. Some teachers directly copy the games created by other teachers. Although the 

school will organize English teachers to prepare lessons collectively and other teaching and research 

activities every week, the training on game theory has not been carried out, and teachers will not be 

organized to give lectures and seminars specifically on game related theoretical knowledge. Teachers 

also have some deficiencies in the self-learning work of game theory. They can not enrich their game 

knowledge at ordinary times. For example, some students are depressed, introverted, sensitive and self-

confident. Such students will also feel nervous when playing games. They can not express themselves in 

English calmly, and are afraid of making mistakes in the process of playing games. Through interviews 

with teachers on the issues that may arise in the game based teaching method, some teachers mentioned 

that a small number of students may choose not to participate in the game during the process. Therefore, 

students with excellent performance and extroverted students will participate in the game to a large extent, 

even more than once in class, but students with learning difficulties and introverted students still prefer 

to give their own opportunities to others, only participate in what they are interested in, and even do not 

actively participate. Teachers cannot flexibly adjust the game teaching method when facing different 

types of students. Some English teachers or senior teachers with more than ten years of teaching 

experience have very rich practical experience in the classroom, and also have good experimental ability. 

However, because the senior teachers do not know the specific game knowledge, they can not design 

games based on the game knowledge completely, and then design more scientific games, which also 

leads to the teachers’ relatively simple use of games and lack of diversity. 

5.3.3 Students’ Psychological Age Characteristic 

Based on Piaget’s theory of cognitive development, from the psychological age characteristics of students 

at the present stage, primary school students are in a period of strong curiosity, liveliness, and 

competitiveness. The entertaining and interesting nature of the game can easily make the primary school 

students feel high and become extremely excited. According to Figure 6 of the questionnaire survey, 67% 

of students believe that the implementation of games in the classroom has a significant impact on 



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 4, No. 3, 2023 

119 
Published by SCHOLINK INC. 

classroom order during the process of playing games. Because game teaching has its own characteristics 

of play and their mental age characteristics, it is easy to lead to classroom discipline disorder and noisy 

scenes. Their self-control ability is very weak. Once their emotions are high, it is difficult to maintain 

calm and orderly play and teaching. In the teacher interview, the teacher mentioned that one of the main 

issues in guiding students to use games is that students’ self-control ability in games is relatively weak. 

Because they can’t control their words and actions in the game, they are easy to ignore class discipline, 

violate class discipline and destroy the rules of the game set by teachers. 

In summary, the reasons for the problems in the application of game teaching methods are complex. In 

terms of teachers, the author mainly analyzes from the deep-rooted traditional teaching mode of teachers 

and the lack of relevant theoretical learning and skills training; In terms of students, the author mainly 

analyzes the unclear purpose of students’ games and their current psychological age characteristics. 

 

6. Findings and Suggestions 

The educational reform is still ongoing, but the idea of exam oriented education is deeply rooted. Most 

teachers, students, and parents regard exam results as the purpose of learning, but neglect the correct 

guidance of learning methods, resulting in a relatively single teaching method for teachers. Through 

research and analysis of questionnaires and interviews, it can be concluded that although games are very 

important in primary education and many people are learning game teaching strategies, some excellent 

teachers continue to try, but there are still many problems. 

6.1 Findings 

In recent years, with the increasing research on games by English teaching and education professionals, 

game based teaching methods have gradually become a hot topic. In primary school, using games to 

teach and learn English has become a common phenomenon. Based on the exploration of games, the 

application of games in English teaching can enhance students’ interest in language. Through this study, 

it has been concluded that game teaching is a practical and feasible teaching method with great promotion 

and development value. It can be said that this is a practical and feasible English teaching method. 

Teachers should organize appropriate activities at appropriate times to create an interesting and enjoyable 

learning environment. Researchers firmly believe that game based teaching methods are superior to 

traditional teaching methods, especially in terms of student participation. English teachers should adopt 

appropriate teaching methods based on students’ physical and mental development characteristics, so that 

they can learn English with interest, improve their imitation ability and curiosity, and deepen their 

memory. However, there are also certain shortcomings, such as insufficient understanding ability, lack of 

concentration, unwillingness to play repetitive games, and unwillingness to engage in mechanical 

training. However, through games, children can gain many benefits, such as learning knowledge easily 

and happily, increasing confidence in speaking English, and developing teamwork spirit. 

So in English teaching, teachers need to make full use of various forms of games to make students feel a 

relaxed atmosphere during the learning process. Teachers should constantly update games based on 



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 4, No. 3, 2023 

120 
Published by SCHOLINK INC. 

teaching content to stimulate students’ enthusiasm, in order to enable students to achieve good grades in 

English classes. In order to improve the quality of teaching, teachers should enhance their skills in game 

teaching, and any independent teaching method has different requirements. 

China has made significant progress in game teaching, but research on it is still in its early stages. This 

article mainly focuses on game education in primary school English. The author attempts to propose an 

effective game education strategy, hoping to be helpful to frontline teachers. Although many teachers 

have applied games to English teaching and achieved great benefits, there are also many issues that need 

to be taken seriously by teachers and classmates. 

Research has found that in regular classrooms, the use of game based teaching methods is still relatively 

limited, and teachers’ choices of games are also relatively unreasonable. The implementation effect of 

game based teaching methods by teachers is poor, students have incorrect attitudes towards game based 

teaching methods, game goals are unclear, and practical applications cannot be achieved. The classroom 

environment is chaotic, resulting in poor learning outcomes. 

For the teacher community, the reason for the problems with the application of game based teaching 

methods is that the traditional teaching methods in actual English classrooms are still deeply rooted. 

Secondly, most teachers have little knowledge of the theoretical knowledge of game based teaching. 

Faced with different types of students, teachers are unable to flexibly adjust game teaching methods. The 

use of games by teachers is relatively simple and lacks diversity. For the student community, due to the 

unique characteristics of game teaching and psychological age, it is easy to lead to chaotic classroom 

discipline and noisy scenes. 

In response to these issues, the author provides suggestions for teachers and students, as well as how 

teachers can improve and adopt strategies in the face of students’ negative situations. Of course, due to 

limited conditions and my limited academic and theoretical level, there are still some shortcomings in 

this article that will be gradually improved in the future. 

6.2 Suggestions 

In English classrooms, in order for students to achieve better learning outcomes through games, it is 

necessary for teachers to continuously guide and create corresponding situations to guide students to 

continuously improve their own level in English teaching. Therefore, in order to achieve better 

application of game based teaching methods in frontline teaching, this study proposes suggestions for the 

following two aspects:  

6.2.1 Suggestions for Teachers 

First of all, teachers should enrich their theoretical knowledge of game teaching method. The happy 

education proposed by Mr. Ni Guyin has changed the simple mode of imparting knowledge. As a 

language learning, it is more necessary to start with emotional education and combine knowledge and 

emotion. At present, most primary school teachers’ educational level is still lower than that of other 

school teachers, and their grasp and understanding of education and teaching knowledge is not deep 

enough. Schools can provide teachers with game application training at appropriate time, or regularly 



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 4, No. 3, 2023 

121 
Published by SCHOLINK INC. 

order some publications or books about games to help teachers understand the game and guide the 

practical application of the game. Teachers should learn more from successful game application cases, 

learn from each other, further improve the level of game theory, and make the game teaching method 

become a normal teaching method in primary school English classroom. 

Secondly, teachers should strengthen the use of game teaching methods. In order to make every English 

teaching activity have a good effect, it is necessary to strengthen the organization and execution ability 

of teachers. Teachers should support students to play games in class, and become the key to students’ 

deep participation and cohesion in class. They must fully mobilize students’ enthusiasm, guide students 

to talk and do more in class, guide students to think, give students full opportunities to discover their 

potential in the process of playing, overcome obstacles encountered, do not control and interfere with 

students, and give students a certain degree of autonomy. The explanation of the rules of the game should 

also be brief and concise. The demonstration should be carried out in advance to help students understand 

and give students more time for the game. 

6.2.2 Suggestions for Students 

Although the games used in the classroom have their own characteristics, their essence is still to serve 

the classroom. As a learner, first of all, one should adjust their gaming mindset and clarify what they 

want to learn and improve while playing this game. Don’t play games just for the sake of playing them, 

but rather understand the teacher’s true intention of using games in class, and make games a teaching aid. 

Before playing games, teachers should first educate students that the purpose of the game is to help them 

better use English and cultivate their English expression skills, rather than just playing. If there are such 

students in the game, they need to take some reward and punishment measures. For example, students 

who can set an example for others will receive corresponding rewards. If students perform poorly, 

students will be punished or suspended. Let students deeply understand that the significance of games in 

the classroom lies in better learning knowledge, rather than indulging in it. 

During the game, there will be exchanges between teachers and students, and between students and 

students. At the same time, the game is also an activity that students are interested in. When playing, 

students make a lot of actions that violate the classroom discipline because they are too excited or because 

they can’t participate in it or feel irrelevant, which will make the teaching effect of the game 

unsatisfactory and affect the achievement of the game goal. In order to ensure the completion of the game 

effect, it is necessary to improve students’ game discipline. English teachers can take the following 

measures to deal with this problem. 

First of all, before the game, the teacher should announce the disciplinary requirements. Before the game, 

the teacher should preset some violations of classroom discipline or game rules that may occur during 

students’ participation in the game. Standardize the game discipline, and publish the rules of the game, 

including the discipline requirements of students who participate in the game, and the discipline 

requirements of students who do not participate in the game. Include the discipline provisions in the 

game rules, and discipline the students in turn. In order to carry out classroom game teaching smoothly, 



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 4, No. 3, 2023 

122 
Published by SCHOLINK INC. 

specific classroom behavior norms must be formulated in advance. The time of a class is limited, so when 

preparing for class, one should consider how long each teaching session will take. To ensure effectiveness 

within the specified time frame, teachers must inform students of specific rules during the teaching 

process. 

Secondly, in the game, the teacher should always control the disciplinary behavior. In the process of 

implementing the game activities, the teacher should strictly strengthen the classroom discipline and 

game rules of each student. When finding that the students who participate in the game activities do not 

strictly abide by the rules and regulations of the game activities, the teacher should give criticism and 

correction as soon as possible, and reduce their scores. At the same time, the teacher must pay attention 

to all the students who do not participate in the game, Don’t let such students have the idea that “the class 

has nothing to do with me”. They must also strictly abide by the discipline. The teacher can arrange these 

students to carefully observe the game activities of other students, or serve as supervisors to supervise 

the actions of students participating in the game, or let students make judgments, so that each student can 

add people in the game, have a deep feeling of the game teaching method, and strengthen the students’ 

memory of classroom knowledge. 

Finally, after the game, the teacher should calm the students’ emotions in time. After the game, because 

the students are too excited, if they can’t keep calm, it will seriously affect the later learning. When 

solving this situation, the teacher can stipulate a principle, that is, after the game is completed, the 

student’s performance and the performance in the game will be linked as a whole, and the score will be 

added or subtracted on the basis of the game performance according to the student’s discipline, so as to 

decide which group will be the first. In addition, the teacher also spot-checks the students who have not 

joined the game to observe the learning situation below. The students will judge the performance of a 

student in the game. If they observe well and put forward their own opinions or opinions, they will also 

be praised and rewarded. In this way, the autonomy of each student can be stimulated to the maximum 

extent, making each student become the main body of the activity and the main role of the whole class. 

 

7. Conclusion 

Primary school students are an age group with high energy and low concentration. The traditional English 

teaching method is too monotonous, which affects students’ learning enthusiasm and makes some 

students who are not interested in English lose their interest in learning. However, when games are added 

to the English class, the class becomes more lively and interesting. Many students actively raise their 

hands to participate in the game. They are looking forward to the English class very much. Improving 

the fun of primary school students in learning English is the main goal of English teaching and research 

in primary school. More and more primary school English teachers use a variety of game teaching 

methods in the class, but there are some shortcomings in the actual operation. 

On the basis of sorting out a large number of domestic and foreign literature on English game teaching 

methods in primary schools, this paper takes Piaget’s “cognitive development theory” and Ni Guyin’s 



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 4, No. 3, 2023 

123 
Published by SCHOLINK INC. 

“happy education theory” as the theoretical basis, surveys some teachers and students in the sample 

schools through questionnaires and teacher interview and analyzes and summarizes the collected sample 

data. It is mainly concluded from the two levels of teachers and students, and the reasons for these 

problems are analyzed. Therefore, how to effectively use game teaching in primary and secondary school 

English classes is an urgent problem for the majority of primary and secondary school English teachers 

to solve. 

The results of this study were based on a questionnaire survey and interviews with students and teachers 

from sample schools, and identified the problems that frontline teachers face in applying game based 

teaching methods in actual offline classrooms. This led to more frontline English teachers paying 

attention to the teaching of game based teaching methods. This paper aims to provide some useful 

reference for the majority of front-line English teachers, and apply it to the primary school English 

teaching. 

Due to the limitation of its own research level and the lack of practical experience, the research still has 

the following shortcomings: First, this study takes the primary school of Z School in H City as the 

research object, and the research results of this paper infer that other regions with different teaching 

resources have corresponding limitations, and the observed situation is not very sufficient. Second, the 

countermeasures and suggestions put forward in this paper need to be tested in practice, and also need to 

be constantly improved in practice. It is expected that the majority of primary school English educators 

will actively explore the game teaching mode suitable for the development of students, so as to promote 

the quality education of primary school students in China. 

 

References 

Alaba, S. O. (2014). Innovative Method of Teaching English Language in Primary Schools Using 

Adaptive Interactive Animated Cartoons. Journal of Educational and Social Research, 4(6), 75. 

https://doi.org/10.5901/jesr.2014.v4n6p75 

Ding, J. (2021). Research on the Current Situation of Game Teaching in Primary School English Class. 

Minnan Normal University. 

Heyizinha. (1996). The People of Games. Hangzhou: Academy of Fine Arts Press.  

Jarrett, K., & Light, R. (2019). The Experience of Teaching Using a Game Based Approach: Teachers as 

Learners, Collaborators and Catalysts. European Physical Education Review, 25(2), 565-580. 

https://doi.org/10.1177/1356336X17753023 

Jo Arthur. (1996). Code Switching and Collusion: Classroom Interaction in Botswana Primary Schools. 

Linguistics and Education, 8(1), 17-33. https://doi.org/10.1016/S0898-5898(96)90004-2 

Jodie, R. (2019). Marrying Play Pedagogies with Standardised Curriculum. Educating Young Children: 

Learning and Teaching in the Early Childhood Years, 25(3), 37-39. 

Li, Y. P. (2013). Design and Practice of Primary School English Classroom Teaching Based on Game 

Teaching Method. Ningxia University. 

https://doi.org/10.5901/jesr.2014.v4n6p75
https://doi.org/10.1177/1356336X17753023
https://doi.org/10.1016/S0898-5898(96)90004-2


www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 4, No. 3, 2023 

124 
Published by SCHOLINK INC. 

Liang, S. (2021). The Application of Game Teaching Method in Primary School English Teaching. Adult 

and Higher Education, 3(4), 59-64. 

Ling, M. Y. (2005). On the Application of Game Teaching in Primary School English Teaching. Journal 

of Hechi University (Comprehensive Edition), 2005(S1), 105-107. 

Liu, W. Q., & Meng, B. (2022). Application Strategies of Game Teaching Method in Primary School 

English Teaching. Overseas English, 4, 164-166. 

Ni, G. Y. (2009). Evergreen’s Thought. Modern Teaching, 2009(12), 24-25. 

https://doi.org/10.1111/j.1467-9647.2008.00478.x 

Pan, H. (2012). On the Application of Games in Primary School English Teaching. Vocational Education 

Forum, 2012(17), 58-59. 

Park et al. (2013). A Study on Enhancing Elementary School Students’ English Listening and Speaking 

Abilities through the Application of a Model of UCC Production and Utilization. Korean Journal 

of Applied Linguistics, 29(2), 131-164. https://doi.org/10.17154/kjal.2013.06.29.2.131 

Peng, L. (2022). Research on the Application of Game Teaching Method in Primary School English Class. 

Harbin Normal University. 

Philip, N., & Helen, H. (2022). A Pedagogical Meeting Place or a Problem Space? Extending Play-based 

Pedagogy in Year One. Education, 50(2), 184-196. https://doi.org/10.1080/03004279.2020.1840608 

Piaget. (1950). Child Psychology. Translated by Wu Fuyuan. Beijing: Commercial Press. 

Shi, T. T. (2018). A Study of the TPR Method in the Teaching of English to Primary School Students. 

Theory and Practice in Language Studies, 8(8), 1087-1093. https://doi.org/10.17507/tpls.0808.25 

Song, J., & Zhu, F. R. (2019). On the Application of Game in Primary School English Teaching. Journal 

of Education and Culture Studies, 3(2), 202-202. https://doi.org/10.22158/jecs.v3n2p202 

Wang, W. J. (2021). Problems and Countermeasures in the Application of Game Teaching Method in 

Primary School English. Qufu Normal University. 

Xiang, L., & Gui, P. (2011). Exploration of Game Teaching Method for Primary School English. Teaching 

and Management, 2011(17), 49-51. 

Yao, Y. L., & Ling, Q. (2015). Research on the Application of Game Teaching Method in Primary School 

English Teaching. Journal of Weifang Engineering Vocational College, 28(4), 102-105. 

Youb, K. H., & Sukhee, N. (2010). Elementary English Teaching through Game Activities. Korea Journal 

of English Language and Linguistics, 10(3), 473-497. 

https://doi.org/10.15738/kjell.10.3.201009.473 

Zhang, J. (2014). Research on the Application of Game Teaching Method in Primary School English. 

Central China Normal University. 

 

 

 

 

https://doi.org/10.1111/j.1467-9647.2008.00478.x
https://doi.org/10.17154/kjal.2013.06.29.2.131
https://doi.org/10.1080/03004279.2020.1840608
https://doi.org/10.17507/tpls.0808.25
https://doi.org/10.22158/jecs.v3n2p202
https://doi.org/10.15738/kjell.10.3.201009.473


www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 4, No. 3, 2023 

125 
Published by SCHOLINK INC. 

Appendix I 

Questionnaire Survey on the Current Situation of English Game Teaching Methods for Primary School 

Students 

Dear classmates: 

Hello everyone! This is a survey questionnaire on the application of game based teaching methods in 

English classrooms. The questionnaire is in an anonymous form. Please read and fill out the questions 

carefully based on the actual situation. Thank you for your cooperation! 

1. Do you enjoy English classes? () 

A. Like B. Generally C. Not very fond of it 

2. What do you think of the current English class? () 

A. Vivid and interesting B. Slightly dull C. Dull and uninteresting 

3. Will the teacher play English related games with you in English class? () 

A. Frequently do B. Occasionally do C Never do it 

4. Do English teachers always play a few fixed games in class or do they often switch to new games? () 

A. Fixed Game B. Frequently playing new games C. Not clear 

5. Can you understand the rules of the game explained by the teacher in English before playing the game? 

() 

A. Always able to understand 

B. Some may not understand, but they can be understood through demonstration 

C. Unable to understand or understand the rules of the game 

6. Will it affect class order during the game organization process? () 

A. Special Impact B. General C. Occasionally 

7. How difficult do you like games in English classes? () 

A. Difficult games make me more challenging 

B. Games with average difficulty make me more motivated 

C. Games without difficulty, simple and easy to do 

8. What kind of games do you like teachers to play in class? () 

A. Specific reaction B. Race speed C. Test memory 

9. After the game, will the English teacher praise the students and groups who perform well? () 

A. The teacher always gives praise and suggestions at the end of each session  

B. Sometimes praise  

C. Almost no praise 

10. What reward would you prefer for winning the game? () 

A. Bonus B. Prize C. Write free 

11. Can you grasp the knowledge content taught by the teacher after the game is over? () 

A. Deep memory 



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 4, No. 3, 2023 

126 
Published by SCHOLINK INC. 

B. I will master the basic knowledge during the game, but I will forget the knowledge content of this 

lesson later on 

C. My attention is focused on the game, I don't know what the teacher is going to say 

12. Do you think game teaching in English classrooms is helpful for your learning? () 

A. Yes, it will enhance my interest in learning English 

B. Not much time difference in peace, not much help 

C. It's not helpful, but it's even more challenging 

Thank you again! 

 

Appendix II 

Teacher Interview Outline (Interview Questions for Primary School English Teachers) 

1. Could you please explain your educational background, teaching experience, and current grade. 

2. How do you view the importance of game teaching? 

3. Do you have a good grasp of game teaching theory? Has the school arranged any training or lectures 

on game teaching? 

4. When using games, can all students in the classroom be taken into account? How would you treat 

students who are unwilling to participate in games? 

5. What do you think are the main problems faced by using game based teaching methods in class? 

 

 

 


