The Perception of EFL Primary Students Toward Learning English Through Interactive Games

Teaching English as a foreign language to primary school children can be challenging due to their linguistic and cognitive limitations. Traditional methods like rote memorization may not be effective or engaging. Interactive games have been proposed as a solution, but there is little research on how students perceive game-based learning and how teachers can incorporate games into language learning curricula. This study examines EFL primary students' attitudes toward three types of interactive games as language learning tools, the impact of game elements on learning outcomes, and the benefits and drawbacks of game-based teaching. The research was conducted in an elementary school in Vietnam and suggests that interactive games can improve EFL learning outcomes in primary school students, but their perception and reaction to this method plays a crucial role in its effectiveness. The study aims to guide the creation of effective language teaching techniques and is relevant to curriculum designers, policymakers, and language teachers worldwide. The research has three main goals: (1) examine EFL primary students' attitudes toward using interactive games to learn English; (2) investigate how game elements affect students' perceptions of game-based learning; and (3) propose ways to improve students' perception of interactive games as a language learning tool. The study has some limitations, such as its focus on Vietnamese EFL primary students and its small sample size. Nonetheless, it contributes to our understanding of how interactive games can enhance EFL learning outcomes in primary school settings by examining students' attitudes, motivations, and enjoyment.