GAME AS A WAY FOR PRIMARY SCHOOL CHILDREN TO LEARN A FOREIGN LANGUAGE

Abstract

 Foreign language acquisition at the primary school level presents unique pedagogical challenges, primarily due to children's developmental characteristics and limited attention spans. Traditional methods often fail to sustain learner engagement. Game-based learning (GBL), however, offers a dynamic alternative by aligning language instruction with play—a natural mode of learning for children. This study uses a systematic literature review methodology to synthesize theoretical and empirical research on the effectiveness of game-based strategies in primary foreign language education. The review is anchored in Krashen’s affective filter hypothesis and Vygotsky’s sociocultural theory, with supplementary insights from contemporary digital pedagogy models. Findings demonstrate that GBL significantly improves vocabulary retention, oral fluency, learner motivation, and engagement compared to traditional didactic instruction. Physical activity games enhance retention by 27%, while digital games increase motivation and offer adaptive learning opportunities. Board and role-playing games particularly improve grammatical accuracy and communicative competence, respectively. Game types must align with specific learning objectives, cognitive abilities, and classroom logistics. Successful implementation hinges on age-appropriate design, embedded feedback, balance of collaboration and competition, and well-prepared educators. Digital tools amplify learning but must be critically integrated within curricula to avoid overreliance on screen time.