Developing Speaking Skills Through Educational Games

 

THEORETICAL FRAMEWORK

Developing Speaking Skills Through Educational Games

A Review of the Literature in the EFL Context. 

Among the four fundamental language skills, speaking has long been considered one of the most challenging to develop, particularly in English as a Foreign Language (EFL) settings. Saha and Singh (2021) point out that the core purpose of language learning is to achieve communicative fluency, yet in many EFL contexts—especially those shaped by grammar-translation traditions—oral production remains systematically neglected in favor of reading and writing activities evaluated through standardized examinations. This mismatch between pedagogical practice and communicative goals generates a persistent gap in students’ ability to use English for real interaction.

Through this project, I learned that developing speaking skills in EFL classrooms requires more than teaching grammar and vocabulary. Students need meaningful opportunities to communicate in English in a safe and motivating environment. The research helped me understand that educational games can reduce speaking anxiety, increase participation, and improve learners’ confidence and fluency. 

I also learned the importance of using communicative and student-centered methodologies instead of relying only on traditional repetition and memorization activities. The literature showed that games encourage interaction, collaboration, and authentic communication, which are essential for language acquisition. 

Another important learning outcome was understanding the theoretical foundations behind game-based learning. I learned how theories such as constructivism, connectivism, and Communicative Language Teaching support the use of educational games because students learn more effectively when they actively participate and interact with others. 

Additionally, I learned how to design a research project using a mixed-methods and quasi-experimental approach. I became more familiar with research instruments such as CEFR-aligned speaking rubrics, anxiety scales, motivation questionnaires, teacher journals, and statistical analysis methods. 

Evidence of My Professional Evolution

This project represents evidence of my professional evolution because it shows how my teaching perspective has changed from a traditional teacher-centered approach to a more communicative and learner-centered methodology. I now understand the importance of creating engaging speaking opportunities that help students feel confident and motivated to use English.

Another evidence of my professional growth is my ability to connect theory with classroom practice. I analyzed academic literature, identified a research gap in Colegio Mundial de Puebla AC, and designed an intervention adapted to the needs of elementary EFL learners. 

My professional evolution is also reflected in my use of innovative teaching strategies such as gamification, digital tools, communicative activities, and interactive learning environments. This demonstrates that I am becoming a more reflective, creative, and research-oriented English teacher who focuses on students’ emotional and communicative needs, not only on grammar instruction.