Exploring the Use of Interactive Game to Support Students’ Engagement among Young Learners in English Classroom

Abstract

This study explores the use of interactive games in supporting student engagement among young learners in an English as a Foreign Language (EFL) classroom. The study addresses the issue of inconsistent student participation during English learning activities, particularly among elementary students who often feel less confident in using English during classroom interaction. Rather than focusing on learning achievement, this research emphasizes how students participate, respond, and interact during the implementation of interactive games in classroom activities.
This study employed a classroom-based qualitative design with an exploratory orientation. The participants were 11 sixth-grade students in one of the public elementary schools in Tonduhan. Data were collected through classroom observations, semi-structured interviews, and documentation. The collected data were analyzed interpretively to identify patterns related to students’ behavioral, emotional, and cognitive engagement during the learning process.
The findings revealed that the use of interactive games contributed to a more interactive and engaging classroom atmosphere. Students appeared more attentive, enthusiastic, and willing to participate in English learning activities. The games also created a more enjoyable and less pressured environment, encouraging students to interact more actively with both learning materials and peers.
In conclusion, interactive games have the potential to support student engagement in EFL learning among young learners. The findings suggest that simple and accessible ICT tools can help teachers create more meaningful, interactive, and student-centered learning experiences.