ESL GAME-BASED LEARNING IN PUBLIC SCHOOLS AT THE PRIMARY LEVEL IN PAKISTAN

Abstract

Game-based learning (GBL) has emerged as an effective pedagogical approach in enhancing English as a Second Language (ESL) education, particularly in primary schools within Pakistan. Despite the significance of English in academic, professional, and social contexts, many students in public schools face substantial challenges in acquiring the language due to factors such as limited resources, overcrowded classrooms, and traditional, rote-based teaching methods. This paper explores the role of game-based learning in addressing these challenges by promoting engagement, enhancing language skills, and improving student motivation. Through interactive, fun, and context-based activities, GBL offers a dynamic way to practice listening, speaking, reading, and writing in English. It also encourages collaboration, caters to diverse learning styles, and provides immediate feedback. However, its successful implementation in Pakistani public schools requires overcoming barriers such as a lack of infrastructure, teacher resistance, and cultural perceptions of non-traditional teaching methods. This study highlights the benefits, challenges, and best practices for integrating game-based learning in ESL classrooms at the primary level, with the goal of fostering a more interactive and effective English language learning experience. The findings emphasize the need for teacher training, adaptation to local contexts, and resource considerations for GBL to be a sustainable tool in Pakistan’s educational landscape.