Unit 18. Functions of games and creativity in the learning of a foreign language.

Definition and typology of games for linguistic learning and improvement. Games as
a creative playful technique to achieve communicative competence in a foreign
language
1. Introduction
2. Functions of games and creativity in the learning of a foreign language
2.1. Functions of games
2.2. Creativity
3. Definition and typology of games for linguistic learning and improvement
3.1. Definition of games.
3.2. Gamification and game-based learning
3.3. Typology of games
3.3.1. According to function and structure
3.3.2. According to language skills
3.3.3. According to learners’ skills
4. Games as a creative playful technique to achieve communicative competence in a foreign language
4.1. Techniques for using games
4.2. Achieve communicative competence in the foreign language classroom through games
5. Conclusion
6. Bibliography
6.1. Legislation
6.2. Authors
6.3. Further reading

1. Introduction
People can more easily come into contact with other cultures and languages through travel,
communication or new technologies. This refers to globalization of the world which tends to use
English as a world language. This is why it is important to introduce English language learning at a
young age. Furthermore, in the last decades, the field of Teaching English as a Foreign Language
(TEFL) has experienced drastic changes triggered by the implementation of the Communicative
Approach whose final goal is the development of Communicative Competence (Hymes, 1972).

Our modern European society shows an increasing concern for population to have access to an
effective acquisition of foreign languages enabling people to satisfy their communicative needs. In
this sense, the Common European Framework of Reference for languages (Council of Europe, 2020)
provides a valuable framework with methodological guidelines and a common basis for the
description of objectives and content.

We must also consider that our State legislation, Organic Law 3/2020, 29th December, which
modifies Organic Law 2/2006, 3rd May, on Education and the Royal Decree 157/2022, 1st March,
which establishes the basic curriculum for Primary Education nationwide, together with the Decree
209/2022, 17th November, which establishes the curriculum for our region, includes transversal
elements, active methodologies, Universal Design for Learning and communicative approaches as
the axis on the new programming.
 On the other hand, LOE with LOMLOE (LOMLOE from now on) along with Agenda 2030 and
Sustainable Development Goals (SDG) point out gender equality, sustainability, diversity awareness,
children's rights and digital knowledge as the pillars on which education must be based.

Considering the topic of this unit it is important to mention that the use of games in the foreign
language classroom is one of the best ways to motivate learners and develop a taste for English.
Games usually contribute unconsciously to the creative construction of language developing
communicative competence. To get the most out of them we need to consider the different types of
games as well as the diverse techniques to use them in the language classroom.

2. Functions of games and creativity in the learning of a foreign language

2.1. Functions of games

Games are useful resources for children's integral development. We can see this through its
functions:
1. Social. When interacting through games, children develop their social behaviour.
2. Affective. Games create a tension-free classroom atmosphere so learning is more effective
since the affective filter is low (Krashen, 1981).
3. Cognitive. Games work on abilities such as attention, memory or imagination which allow
students to concentrate on specific aspects of the language.
4. Pedagogical. Games create a meaningful context for language use, provide a healthy
competitive atmosphere and improve students’ intrinsic motivation.
5. Cultural. Through games, students develop curiosity and positive attitudes towards the
target language's culture.
6. Physical. Games can help children to develop physically. We can mention the Total Physical
Response method by James Asher, in which students respond physically to verbal actions.
7. Linguistic. Games can be used to practise any linguistic skills and some of them can be used
for repetitive structure drills that would otherwise be mechanical and boring.

2.2. Creativity
We will first mention that LOMLOE supports the promotion of creativity in all areas of Primary
Education. Creativity is defined by Colman (2001) as the production of meaningful and
attractive ideas which will help learners to solve different complex problems and face new
situations.

The roles that students play during games help them to develop creative thinking. So, there is a
clear link between games and creativity. On the other hand, developing creativity allows students
to gain entrepreneurship competence.

There are teaching methodologies such as the problem-solving approach, learner-centred

approach, flipped classroom and other traditional approaches that encourage and support
creativity through games, not to forget gamification and game-based learning.

Additionally, technology has brought many changes in games due to its strong influence on
society. For instance, kids nowadays can immerse themselves in virtual or augmented reality
experiences to play.
3. Definition and typology of games for linguistic learning and improvement

3.1. Definition of games

Following Hadfield (2007), a game can be defined as an activity with rules, a goal and an
element of fun. Games challenge students creating a competitive atmosphere which makes
learners concentrate and think intensively during learning. They usually involve mental or physical
stimulation, and often both.

According to Brewster, Ellis and Girard (2002), games provide the following benefits in foreign
language learning:
- Make learners focus on the message, not the language.
- Create a meaningful context for language use.
- Increase learners’ motivation.
- Promote students’ active participation.
- Offer a non-stressful environment.
- Encourage creative and spontaneous language use.
- Provide cooperative learning environments.

3.2. Gamification and game-based learning

Gamification is one of the main trends in present educational processes. It involves using game
elements and game design techniques in non-game contexts. These elements, such as points,
badges, leaderboards, avatars and rewards, have different purposes and can be adapted to
any educational environment. This is different from Game-Based Learning (GBL), which consists
of learning through games.

It is becoming increasingly clear that the nature of play in the digital age is changing in terms
of resources. Therefore, we can use digital resources to combine gamification and technology or
include them in GBL, resulting in Digital Game-Based Learning (DGBL).

According to Manesis (2020), DGBL has emphasised that digital educational games can
enhance children’s learning, social interactions, proper behaviours, problem-solving, higher-order
thinking, critical ability, memory and eye-hand coordination skills.

There are some examples of digital free platforms that we can use in gamification or GBL such
as "Kahoot", "Socrative", "Plickers", "Nearpod" and "PlayPosit".

3.3. Typology of games

Games can be classified in various ways. Gruss (2016) proposes three classification criteria:
based on function and structure, language skills and learners' skills.

3.3.1. According to function and structure

There are games whose objective is at the same time their main function. This classification
includes spelling, pronunciation or number games, listen-and-go games and miming, role-play
and discussion games.
 By shifting attention to the structure of games, we can identify different types based on
the tools and physical materials employed for gameplay:
- Board games. These games require moving pawns or markers on a board. E.g. Scrabble or
Scattergories.
- Card games. These games are based on assembling cards, exchanging, sorting and
counting them. E.g. Snap or Memory Game.
- Dice games. Games of this sort are very flexible. Mix up your next activity by rolling a die
to see which question each student will answer.
- Drawing games. These games show a specific feature since they traverse a gap between
the fundamental functions of the brain. An example is Pictionary.
- Guessing games. These games can be used to practice the use of particular linguistic
forms. E.g. Hangman or riddles.
- Role-play games. These games activate children’s imagination by carrying out real
communication and simulation.
- Movement games. During these games, students are physically active which enables them
to learn through actions. Some examples are The Hot/Cold Game or What Time is it, Mister
Wolf?.

3.3.2. According to language skills

This typology makes it possible to divide games into receptive (listening and reading) and
productive (speaking and writing) skills games.

In receptive games, learners are exposed to oral and written input which they must to
manage using their receptive skills to complete a task. Some examples of listening games are
Simon Says, Bingo and The Whisper Game and some examples of reading games are jumbled
texts which must be ordered, The Treasure Hunt and Connecting Letters And Sounds.

Productive games are focused on language production, both oral and written, to achieve a
goal. They can be used as a way of reinforcing vocabulary covered previously.

Some speaking games examples:

- Picture dictation. Each student has a picture and has to describe it to the partner who
will have to draw following his/her partner’s instructions.
- Remember. The students will be shown a scene for three minutes and then they will have
to say all the items they can remember.
- QR Codes to read and decode.

Some writing game examples:

- True or false? Each student writes some true and false sentences. Then they read their
sentences aloud and the rest of the class has to decide whether are true or false.
- Create an island. Pupils will have to write a description of an imaginary island and
his/her partner will have to draw the island described.
- Rebus writing. Students write sentences or longer texts and substitute drawings for
nouns.
 3.3.3. According to learners’ skills

The typology based on students’ level is related directly to the structure of games as well as
the amount and difficulty of the language used. Moreover, it can also involve the roles that
students play during a game so beginners will be passive while more advanced learners can
participate orally. Teachers need to explore games focusing on various levels of proficiency.

4. Games as a creative and playful technique to achieve communicative competence

in a foreign language

4.1. Techniques for using games

Before discussing techniques for the effective use of games, we should mention the factors to
bear in mind when choosing games. We must consider our students’ characteristics. Materials,
spatial and temporal organization and the teacher's role during the game should be considered
in mind as well. Furthermore, it is crucial to align games with linguistic objectives, lesson sequencing
and teaching methodology. Ultimately, teachers must adapt games to meet the specific needs
of their students.

In terms of techniques for using games effectively in the foreign language classroom, we find
the following:
- Introduction and practice of new linguistic items. There are three stages in this process,
going from the very first moment when the contents are unknown to students (guided
practice) to the moment when students can use them at ease (communicative practice).
- Short and frequent activities. The emphasis of these activities is on the skills we want to
improve.
- Revision. By re-using games as frequently as we consider convenient, we can revise linguistic
content.
- Diagnosis of weaknesses. By students working in pairs or groups, the teacher can monitor
the language and take notes related to linguistic aspects of the lesson.
- General practice of the language. These games allow the use of language in a free and
creative way.
- Using games as a warm-up, at the beginning of a lesson, when some students finish work
early, to relax our students at the end of a lesson or after a period of intense
concentration.

Finally, the British Council gives us some guidelines about how to introduce games in the English
classroom:
1. The rules have to be as clear as possible.
2. Write on the board key language and important instructions.
3. Repeat the rules and translate them to make sure that they have been understood.
4. Demonstrate the game with one or two learners.
5. Set time limits. Do not let games drag on too long.
6. Balance the type of games you use.
 4.2. Achieve communicative competence in the foreign language classroom through
games
Teachers should offer students the opportunity to work on the language they are learning
through games. These create a healthy competitive environment that makes students
concentrate and think intensely and acquire the language unconsciously. In addition to this, in
such game-oriented contexts, anxiety is reduced and thus speech fluency is generated which
enables learners to develop communicative competence.

At the Primary Education stage, games can be used to practice the following communicative
functions:
- Stating facts: describing things, people and actions; comparing things, etc.
- Stating opinions and feelings: agreement or disagreement, doubt, ignorance, personal
attitude, pleasure.
- Asking questions: questions of fact, questions about others’ opinions and feelings.

5. Conclusion
To sum up, considering the legal framework, it is imperative to address peace education, education
for responsible consumption, health education including affective-sexual education and emotional
and values education along Primary Education.

Additionally, the incorporation of transversal elements and SDG set by LOMLOE along with Agenda
2030 is essential in all areas of Primary Education, not to forget reading comprehension, oral and
written expression, artistic creation, audiovisual communication and the promotion of creativity
and scientific spirit. Besides, the teacher's main role is to guide students in achieving the eight key
competencies.

Throughout this unit, we have discussed the different contributions that games make to
language learning and their creativity which is linked to entrepreneurship competence. Furthermore,
we have established the difference between gamification and game-based learning and the
different techniques for using games effectively in the language classroom. All the goals mentioned
above are easily achievable through them. Children love games and they make the learning process
more entertaining and closer to their experiences.

These resources should be integrated into the programming design, rather than being isolated
activities so that the school documents will be useful tools to achieve our educational aims.

To end up with the topic we would like to mention a famous quote by Nelson Mandela that says,
“Education is the most powerful weapon which you can use to change the world“.

6. Bibliography

6.1. Legislation
Organic Law 3/2020, 29th December, which modifies Organic Law 2/2006, 3rd May, on Education.

Royal Decree 157/2022, 1st March, which establishes the basic Curriculum for Primary Education.
Decree 209/2022, 17th November, which establishes the curriculum for Primary Education in the
Autonomous community of the Region of Murcia.

6.2. Authors

Brewster, J., Ellis, G. and Girard, D. (2002). The Primary English Teacher’s Guide. Penguin.

Colman, A. M. (2001). A dictionary of psychology. Oxford University Press.

Council of Europe. (2020). Common European Framework of Reference for Languages: Learning,
teaching, assessment. Companion volume. Council of Europe Publishing.

Gruss, J. (2016). Games as a tool for teaching English vocabulary to young learners. World
Scientific News, 53(2), 67-109.

Hadfield, J. (2007). Elementary Communication Games. Longman.

Hymes, D. H. (1972). On Communicative Competence. In J. B. Pride and J. Holmes (Eds.),

Sociolinguistics. Selected Readings (pp. 269-293). Penguin.

Krashen, S. D. (1981). Second Language Acquisition and Second Language Learning . Pergamon
Press.

Manesis, D. (2020). Digital Games in Primary Education. In I. Deliyannis (Ed.), Game Design and
Intelligent Interaction (pp.87-100).

6.3. Further reading

www.cnice.mecd.es

www.educarm.es

www.teachingenglish.org.uk