PRODUCTIVITY OF GAME-BASED TEACHING IN ESL AT HIGHER EDUCATION

Abstract

This study investigates the productivity of game-based teaching (GBT) in English as a Second Language (ESL) programs in higher education. Productivity is conceptualized as (a) improvements in linguistic outcomes (grammar, vocabulary, speaking fluency, listening comprehension), (b) learner engagement and motivation, and (c) time efficiency in achieving learning objectives. Using a mixed-methods design, the study synthesizes experimental and quasi-experimental data with qualitative insights from student focus groups and instructor journals across multiple undergraduate ESL courses over two academic terms. Results indicate that GBT can yield statistically significant gains in speaking fluency and vocabulary retention, while also enhancing student motivation and perceived usefulness of language practice. Contextual factors—course level, game design quality, alignment with learning objectives, and instructor scaffolding—moderate productivity. The discussion situates findings within constructivist and sociocultural learning theories and offers practical guidelines for implementation, assessment, and scalability in higher education settings.

Keywords

game-based teaching, ESL, higher education, productivity, speaking fluency, vocabulary, engagement, higher education language learning.