Exploration Into Game-based English Grammar Teaching In High School

The Main aim of the study was to investigate if using game-based grammar instruction to teach high school students English grammar was likely to raise the grammatical accuracy level of the students.This thesis also sought how the teaching strategy of using games affected the students' motivation and classroom atmosphere.The investigation involved 90 students from two Senior 1 Classes in Taixing No.2 High School,and the author serving as a teacher.The two classes,experimental and control,were taught the same contents from the same textbook.The difference between them was that the experimental class was instructed with the help of game while the control class was taught in a traditional way without using games.The experiment lasted three months.The students who participated in this experiment were exposed to 12 periods of English grammar instruction.The teaching material for the 12 grammar lessons were from Module 3&4 of the high school English textbook,Advance with English.The study employed a multi-method research design based on a combination of quantitative and qualitative research methods.The instruments used for collecting the data were tests(a pre-test and a post-test),questionnaires(a pre-questionnaire and a post questionnaire),semi-structured face-to-face interviews,as well as the teacher's records and field notes after classroom observation.The results of this study based on data yielded from students showed that games provided the appropriate grounding and help to improve grammatical accuracy,increase student motivation and improve both classroom atmosphere and interaction.Although the research was limited by the following factors: lack of related domestic studies,short duration of this experiment and students' average English level being relatively low in this school,the positive results offer a notable incentive to language teachers to include games in their teaching of grammatical features or even in all English teaching process.