Najah National University-An 

Faculty of Graduate Studies 
 

 

 

 

 
 
 

 

 

THE EFFECT OF USING ENGLISH LANGUAGE GAMES 

ON THE ACHIEVEMENT OF SEVENTH GRADE 

STUDENTS' GRAMMAR IN TULKARM DISTRICT 
 

 

 

 

 

 

 

By 

Laila Moreed Saleem Hattab 
  

 

 

 

Supervisor 
 Dr. Nedal Rashed Jayousi 

 

 

 

This Thesis is Submitted in Partial Fulfillment of the Requirements of the Degree 

of Master of Methods Teaching English Language, Faculty of Graduate Studies, 

An-Najah National University, Nablus- Palestine.  

2023 



ii 

 

 

 

 

 

 

 

 

 

 

 
 
 
 
 

 
 

THE EFFECT OF USING ENGLISH LANGUAGE GAMES 

ON THE ACHIEVEMENT OF SEVENTH GRADE 

STUDENTS' GRAMMAR IN TULKARM DISTRICT 
 

By 

Laila Moreed Saleem Hattab 
 

 

 

This Thesis was Defended Successfully on 12/06/2023 and approved by: 
 

 



iii 

Dedication 

This thesis is dedicated with gratitude to: 

 Allah Almighty for granting me the health, strength, and willpower to complete this 

thesis.  

Our first teacher and role model who lightened our life with his words: Prophet 

Mohammad. (peace be up on him) 

 My first supporter of taking this step, for his care, endless love, encouragement and 

inspiration: My dear father.  

My beloved mother for her permanent prayer, unconditional love, support and care.  

My dear uncles for their love, care, advice and moral support.  

My dear sister and brothers for their distinct friendship, love and support. My sweet 

cousins and close friends for their love, care and encouragement. They always reminded 

me that I can do it.  

My great Dr. Nedal Jayousi for his kindness, patience, advice, guidance and endless 

cooperation.  

All English teachers and supervisors who helped me a lot. My homeland and the 

unchangeable love over the years: Palestine. 

 

  



iv 

Acknowledgement 

I would like to express my deepest appreciation for everything you have done to help me 

grow as a student and as a person: 

Before anything else, I want to express my gratitude to Dr. Nedal Jayousi, my advisor, 

for all of the help, support, and encouragement he gave me during completing my study. 

The direction of my study has been greatly influenced by his knowledge and insight. 

For his collaboration, Dr. Hasan Ramadan, Director of Education at UNRWA Schools, 

also has my sincere appreciation. 

Tulkarm and Nour Shams Basic Girls' Schools' headmasters, Mrs. Mayada Abd Al-Qadir 

and Mrs. Amaal Abu Harb, respectively, have my deepest gratitude for allowing me to 

carry out this study on their students, and for their helpfulness during the course of my 

fieldwork. 

Mr. Jamal Hamed, the principal of my high school, has always been there for me and has 

helped foster in me a lifelong passion for studying. 

Finally, I want to express my appreciation to my parents for their constant encouragement 

and support during my years of schooling. I owe everything to their unwavering support, 

wise counsel, and selfless giving. 

Again, I want to thank everyone who has helped me develop intellectually and personally. 

 

  



v 

Declaration 

I, the undersigned, declare that I submitted the thesis entitled: 

THE EFFECT OF USING ENGLISH LANGUAGE GAMES 

ON THE ACHIEVEMENT OF SEVENTH GRADE 

STUDENTS' GRAMMAR IN TULKARM DISTRICT 
 

 

I declare that the work provided in this thesis, unless otherwise referenced, is the 

researcher’s own work, and has not been submitted elsewhere for any other degree or 

qualification. 

 

  Student's Name:  

 Signature: 

  Date: 

 

  

Laila Moreed Saleem Hattab 
 

12/06/2023 



vi 

Table of Contents 

 

Dedication ........................................................................................................................ iii 

Acknowledgement ........................................................................................................... iv 

Declaration ………………………………………………………………………………v 

Table of Contents ............................................................................................................. vi 

List of Tables ................................................................................................................. viii 

List of Appendices ........................................................................................................... ix 

Abstract ............................................................................................................................. x 

Chapter One: Introduction and Theoretical Background .......................................... 1 

1.1 Preview ....................................................................................................................... 1 

1.2 Introduction ................................................................................................................. 1 

1.3 Statement of the Problem ............................................................................................ 4 

1.4 Aim and Objectives of the Study ................................................................................ 5 

1.4.1 Aim .......................................................................................................................... 5 

1.4.2 Objectives ................................................................................................................ 5 

1.5 Questions of the study ................................................................................................. 6 

1.6 Hypotheses of the Study ............................................................................................. 6 

1.7 Significance of the Study ............................................................................................ 7 

1.8 Operational Definitions ............................................................................................... 7 

1.9 Theoretical Background .............................................................................................. 8 

1.9.1 Definitions of Grammar ........................................................................................... 8 

1.9.2 The Role of Grammar in EFL Learning .................................................................. 9 

1.9.3 Methods of Teaching Grammar ............................................................................. 10 

1.9.4 Difficulties and Problems of Teaching Grammar .................................................. 13 

1.9.5 The Role of Teachers in Teaching Grammar ......................................................... 15 

1.9.6 Definitions of Games ............................................................................................. 15 

1.9.7 Types of Games in EFL Classes ............................................................................ 16 

1.9.8 Advantages of Using Games in EFL Classes ........................................................ 17 

1.9.9 Challenges of Using Games in EFL Classes ......................................................... 19 

1.9.10 Aspects Considered When Choosing A Game .................................................... 19 

1.10 Review of Related Studies ...................................................................................... 21 

1.10.1 Local Studies ........................................................................................................ 21 

1.10.2 Arab Studies ......................................................................................................... 23 

1.10.3 Foreign Studies .................................................................................................... 24 

1.11 Commenting on Previous Studies ........................................................................... 27 

1.12 Conclusion .............................................................................................................. 28 

Chapter Two: Methods ................................................................................................ 29 

2.1 Introduction ............................................................................................................... 29 



vii 

2.2 Methodology of the Study: ....................................................................................... 29 

2.3 Population of the Study ............................................................................................. 30 

2.4 Sample of the Study .................................................................................................. 30 

2.5 Tool of the Study ...................................................................................................... 31 

2.5.1 Pre-Test .................................................................................................................. 31 

2.5.2 Post-Test ................................................................................................................ 32 

2.6 Validity of the Tool ................................................................................................... 33 

2.7 Reliability of the Tool ............................................................................................... 34 

2.8 Variables of the Study ............................................................................................... 35 

2.8.1 Independent Variables ........................................................................................... 35 

2.8.2 Dependent Variables .............................................................................................. 35 

2.9 Procedures of the Study ............................................................................................ 35 

2.10 Statistical Analysis .................................................................................................. 36 

2.11 Summary ................................................................................................................. 36 

Chapter Three: Results and Discussion ...................................................................... 38 

3.1 Introduction ............................................................................................................... 38 

3.2 Descriptive analysis .................................................................................................. 38 

3.3 Results Related to English language grammar Test ................................................. 38 

3.3.1 Findings pertaining to the initial question and proposed hypothesis ..................... 38 

3.3.2 Findings pertaining to the second question and hypothesis ................................... 39 

3.3.3 Results related to the third question and hypothesis .............................................. 40 

Chapter Four: Discussion, Conclusions and Recommendations .............................. 42 

4.1 Chapter Overview ..................................................................................................... 42 

4.2 Discussion of Results ................................................................................................ 42 

4.3 Conclusions ............................................................................................................... 46 

4.4 Recommendations ..................................................................................................... 47 

4.4.1 Recommendations for English teachers ................................................................. 47 

4.4.2 Recommendations for further research .................................................................. 47 

4.4.3 Recommendations for the Ministry of Education .................................................. 47 

4.5 Research Strengths .................................................................................................... 48 

4.6 Limitations of the Study ........................................................................................... 48 

References ....................................................................................................................... 50 

Appendices ...................................................................................................................... 58 

 ب ............................................................................................................................... الملخص 

 

  



viii 

List of Tables 

 

Table (2.1): The Distribution of the population According to the sector ....................... 30 

Table (2.2): Displays the distribution of the sample based on the groups ...................... 31 

Table (2.3): T-Test results comparing the experimental and control groups for the pre-

grammar test ................................................................................................................... 32 

Table (2.4): Table of specification .................................................................................. 33 

Table (2.5): Pearson correlation coefficient values between the mean of each question of 

the test ............................................................................................................................. 34 

Table (2.6): Cronbach alpha test ..................................................................................... 34 

Table (3.1): Mean results for pre-test and post-test for the tow groups .......................... 38 

Table (3.2): Displays the means, standard deviations, and results of an independent 

samples t-test assessing the differences in mean scores on a test of grammar between the 

experimental and control groups during the pre-test phase ............................................ 39 

Table (3.3): Means, standard deviations, and the number of independent samples T test 

findings indicate variations in mean scores of experimental group grammar test students 

between pre and post-tests .............................................................................................. 40 

Table (3.4): Means and standard deviations of grammar test students from the 

experimental and control groups favored the experimental group ................................. 40 

Table (3.5): Means, Standard Deviations of students of grammar test between the 

experimental group and the control group in favor of the experimental group .............. 72 

 

 

 

  



ix 

List of Appendices  

 

Appendix (A): Lesson Plans ........................................................................................... 58 

Appendix (B): The pre and post tests ............................................................................. 64 

Appendix (C): Referee's Committee ............................................................................... 67 

Appendix (D): Shots of the researcher while implementing the Study .......................... 68 

Appendix (E): A sample of students' answers in the exam............................................. 69 

Appendix (F): Tables ...................................................................................................... 72 

 

 

 

  



x 

THE EFFECT OF USING ENGLISH LANGUAGE GAMES ON THE 

ACHIEVEMENT OF SEVENTH GRADE STUDENTS' GRAMMAR 

IN TULKARM DISTRICT 

By 

Laila Moreed Saleem Hattab 

Supervisor 

Dr. Nedal Jayousi 

Abstract 

The purpose of this research is to  examine “the effect of using English language games 

on the achievement of seventh grade students' grammar in Tulkarm District”. To achieve 

this, the researcher used a grammar test. This test was applied to (168) female students 

from seventh grade. The sample was divided into two distinct groups, each comprising 

84 Students. The individuals are pupils from Tulkarm, and specifically attend Tulkarm 

and Nour Shams Basic Girls' Schools. The grammar pretest was administered to both the 

control and experimental groups by the researcher. The same group of students who were 

taught via language games also completed the posttest along with the students of the 

control group. The research results revealed notable differences in the academic 

achievements of the experimental group in pre and post-assessments, with the latter 

exhibiting superior performance. Furthermore, the post-test results indicate the presence 

of statistically significant variations between the group participating in the experiment 

and the control group, with the experimental group exhibiting superior performance. The 

researcher recommended that teachers should incorporate games into their grammar 

lessons, and games should be considered in English language learning programs. 

Furthermore, researches could be carried out across various proficiency levels and age 

groups, utilizing a more extensive participation, in order to generate more comprehensive 

findings. 

Keywords: English language; games; grammar; seventh grade. 

 

  



1 

Chapter One 

Introduction and Theoretical Background 

1.1 Preview 

This chapter divides into two sections: the first section started with an explanation of why 

studying English is important in and of itself, and grammar in specific. It also addresses 

the efficient role of game strategy in teaching-learning process. In addition, it includes a 

description of the particular problem at hand, as well as the study's goals, hypotheses, 

questions, and operational definitions. The subsequent segment presents a literature 

review pertaining to the function of grammar in English as a foreign language acquisition, 

and the significance of games in the context of second-language instruction. Furthermore, 

It discusses some of the past research that has been done in this area, both domestically 

and internationally. 

1.2 Introduction 

English language holds significant global importance due to its extensive dissemination 

throughout various regions of the world. It is also a language which becomes recently the 

focus of attention and interest for many learners (Rao, 2019). Moreover, It has been 

accepted as a core subject for school curricula because of the breadth of its applicability 

to different areas, such as science. In the West Bank, the Palestinian National Authority 

started introducing the English language as from first grade to high school graduation, it 

must be taken by all students. The process of teaching English includes different areas, 

such as teaching grammar. 

The significance of grammar as a sub-skill in English language instruction lies in its role 

to facilitate the production of both spoken and written patterns. It follows that learners 

who lack a firm grasp of grammar will encounter difficulties in effectively conveying 

their thoughts and ideas. Grammar is not a language skill but it's a language component 

that helps learners to develop all four skills. Debata (2013) emphasized the importance of 

teaching and understanding correct grammar while working with students of the English 

language. Therefore, it is an important device that boosts one's self-confidence, language 

knowledge, and fluency (Vasilopoulos, 2008). Thornburry (1999) added that grammar 

has a psychometric function: that is to say, it is used as a measurement of language 



2 

mastery. Further, Ziegler (2007) stated that there is a structure and grammatical form to 

language, the structure of language reflects its functional and communicative usage. 

Based on the extensive reading, the researcher concluded that despite the importance of 

grammar instruction in English language education, a significant number of students 

complete their secondary education without being able to effectively apply their 

knowledge of grammatical structures in practical situations, and also their achievement 

in English subject is often considered very low in comparison with their achievement in 

other subjects. Additionally, when the students are given a grammar exam, for example, 

the ones who are academically excellent will get high marks. However, if the teacher asks 

them to stand and talk briefly about a certain topic by employing the verb tenses that they 

have learned, they probably can't because their attention is directed to language form not 

to language meaning. According to this, having linguistic competence does not 

necessarily mean being communicatively competent. 

Being communicatively incompetent often comes back to the traditional teaching 

methods and strategies which are used in teaching English and specifically in teaching 

grammar. Teachers employ these methods by explaining the main rule to the students, 

providing examples, and finally asking them to do some exercises. Consequently, this 

way of knowledge transfer becomes inefficient and a dull routine that makes the students 

feel discouraged and frustrated, so it is a matter of how to teach your students. This can 

lead to the issue of language learning versus language acquisition.  

Kramina (1999) stated that language learning is a process that occurs consciously as a 

result of either a formal learning situation or a self-study plan. It was stated that traditional 

grammar training would only offer declarative knowledge of grammatical structures and 

will not teach students how to use them appropriately in real-life circumstances 

(DeKeyser, 1995; Ellis, 2001). By this, the students will not have the ability to produce 

spoken patterns or engage in daily conversations proficiently since the focus is on 

language form rather than language meaning.  

As opposed to learning, language acquisition is a process that occurs subconsciously 

comparable to how toddlers learn their first language (Kramina, 1999), and it takes place 

while the students are unaware of grammatical rules. By this, instead of a formal learning 

situation, students' attention will be focused on the communicative function of language. 



3 

Thus, they will have a wide range of opportunities to practice different grammatical 

structures and make correct use of language in real-life contexts. 

Hence, it is imperative to explore alternative approaches that facilitate students' 

communicative use of a foreign language while prioritizing both language function and 

form. Language games are considered to be one of the effective methods. According to 

Sultanova (2011), the primary role of games in foreign language instruction should be 

emphasized rather than being considered as a secondary aspect. Games not only create a 

joyful environment but also make the student utilize the language instead of concentrating 

on learning its proper forms. Furthermore, games become an essential teaching strategy 

that helps create an enthusiastic classroom environment where all students interact and 

participate. Tuan & Doan (2010) found that games are useful in easing difficulties and 

making the teaching and learning experience more interesting. 

Godwin-Jones (2014) claimed that games can provide an immersive atmosphere in which 

inclusive use is made of the target language. This implies that in addition to providing 

comfort and enjoyment to learners, games encourage them to utilize language in a creative 

and communicative manner (Adeng & Shah, 2012). Moreover, Chik (2012) added that 

“learners can practice foreign language learning and use autonomously through 

activities they were passionate about, and moved the learning process beyond the 

classroom”. Besides that, Alijanian (2012) stated that “the separate treatment of 

grammar fails to produce language knowledge, and that learners learn grammar best if 

it is presented within a text''. 

According to Jung (2005) "Games encourage, entertain, teach, and promote fluency and 

communicative skills". Using educational games helps students see foreign language 

learning as such an interesting process instead of seeing it as s phobia.  

Many other researchers also proved the effective role of games in teaching. Ersöz (2000) 

stated that "Games are highly motivating because they are amusing and interesting. They 

can be used to give practice in all language skills and to practice many types of 

communication". Additionally, Wang (2010) appointed that communicative activities, 

such as games, create a context where learners are engaged in practicing the target 

language for sharing information, negotiating the meaning as well as contacting others in 

a meaningful context.  



4 

 According to Saricoban & Metin (2000), "Games and problem-solving activities... have 

a purpose beyond the production of correct speech, and are examples of the most 

preferable communicative activities". Further, “It has been indicated that language 

learning performed in a 'playful' atmosphere resulted in stimulating students' motivation, 

making students feel confident and creating their positive attitudes to foreign language 

learning” (Griva et al., 2010). 

 In light of the significance of using games in teaching English to foreign learners, this 

study aims at investigating the effect of using English language games on the achievement 

of seventh grade students' grammar in Tulkarm district.  

1.3 Statement of the Problem 

One of the main purposes of teaching English to foreign learners is to create an interactive 

classroom environment that encourages them to practice the language and makes them 

fluent communicators. However, the common problem that the Educational system 

encounters at our schools is that the students finish their secondary education without 

being able to use the language or employ their knowledge in daily life conversations, so 

learning grammar is a difficult experience for many students learning a second language 

(Zhongganggao, 2001). According to Hamidi & Khodareza (2014), English as an 

international language is a tool for communication without which our prime purpose of 

teaching and learning English will be useless. 

The problem is summarized in that many students lack the ability to express their thoughts 

and ideas, and use the language communicatively in their daily conversations or real life 

contexts. This results in learning the language and having the knowledge without being 

able to use it fluently, and it can return to the traditional teaching methodologies that are 

mostly employed in our education system, and which are based on memorization rather 

than application. In this respect, it is notable that most of the students pass their English 

exams successfully, but they cannot employ the learned material in their real lives. 

According to Alhanjoury (2017), the results showed that students prefer memorization to 

comprehension, so they are unable to produce innovative ideas for use in their daily life 

situations. This indicates that there is a gap between knowing the grammar rules and being 

able to use them correctly in the basic language skills. Besides, some students are weak 

at English grammar, and believe that grammatical rules are ineffective and hinder their 



5 

ability to master the English language. Hence, interactive activities and games can be one 

of the best ways for them to learn a language.  

 In addition, many students particularly the weak ones have a feeling of unease and fear 

in learning a foreign language. The feeling of tension in a foreign language learning 

environment may make the language learning process less interesting and affect the 

performance of learners negatively (Gregersen & Horwitz, 2005, as cited in Risati, 2011). 

Moreover, Cárdenas (2001) emphasized that “students learn best when they can address 

knowledge in ways that they trust. They will learn best through doing, rather than 

reflecting”. This means that when the students are engaged in different activities, they 

will practice the language and use it. Thus, learning by doing and applying helps them 

not to forget what they have learned, unlike learning through memorization strategies.    

According to the problem mentioned above, the researcher decides to examine the 

usefulness of using language games strategy on the achievement of seventh grade 

students' grammar in Tulkarm district in hopes that she provides answers towards solving 

this problem.  

1.4 Aim and Objectives of the Study 

1.4.1 Aim 

This study aims at investigating the effect of using English language games on the 

achievement of 7th grade students' grammar in Tulkarm district. 

1.4.2 Objectives 

 More specifically, this study has the following objectives: 

1. To find out the effect of using English Language Games on seventh graders' 

achievement in English Grammar.  

2. To find out if there any statistical significant differences at (α  ≤ 0.05) between the 

experimental and control groups students' achievement in English Grammar in favor 

of the pre-test.  



6 

3. To investigate if there are any statistical significant differences at (α ≤ 0.05) between 

the experimental group students' achievement in English Grammar in the pre and 

post-tests in favor of the post-test. 

4. To examine if there any statistical significant differences at (α ≤ 0.05) between the 

experimental and control groups students' achievement in the post-test in favor of the 

experimental group. 

1.5 Questions of the study 

This study answers the main question which is:  

What is the effect of using English language games on seventh graders' achievement in 

English Grammar? 

The main question is broken down into three sub-questions which are: 

1. Are there any statistical significant differences at (α ≤ 0.05) between the experimental 

and control groups students' achievement in English Grammar in favor of the pre-

test? 

2. Are there any statistical significant differences at (α ≤ 0.05) between the experimental 

group students' achievement in English Grammar in the pre and post tests in favor of 

the post-test? 

3. Are there any statistical significant differences at (α ≤ 0.05) between the experimental 

and control groups students' achievement in the post-test in favor of the experimental 

group? 

1.6 Hypotheses of the Study 

This study tests the following hypotheses: 

1. There are no statistical significant differences at (α ≤ 0.05) between the experimental 

and control groups students' achievement in English Grammar in favor of the pre-

test. 

2. There are no statistical significant differences at (α ≤ 0.05) between the experimental 

group students' achievement in English Grammar in the pre and post tests in favor of 

the post-test. 



7 

3. There are no statistical significant differences at (α ≤ 0.05) between the experimental 

and control groups students' achievement in English Grammar in the post-test in 

favor of the experimental group. 

1.7 Significance of the Study 

This study is very important to many parties. It is one of the scarce studies that focuses 

on studying the effect of using English language games on the achievement of seventh 

grade students' grammar in Tulkarm district. It is also beneficial for students since it shifts 

them from a phase of learning the language consciously into a phase of acquiring the 

language unconsciously. By this, students will be able to use the language 

communicatively by engaging in different dialogues and conversations without paying 

any attention to the grammatical rules which they include.  

Additionally, it is significant to English teachers because by realizing the effect of using 

educational games on improving students' communicative abilities, they might make less 

use of the traditional teaching methods and switch from them to using more new effective 

ones, not only games but also some other methods. 

Besides, it is useful for syllabus designers by encouraging them to enrich the curriculum 

with more efficient games which in turn leads to a more interactive and successful 

learning environment. Finally, when the Ministry of Education perceives the positive 

impact of gaming strategy and considers this study, it can make many efficient changes 

by providing numerous training courses that develop teachers' skills and expand their 

knowledge on how to apply the new methods in the classroom.  

1.8 Operational Definitions 

 The researcher defines the terms as follow:  

Effect: 

According to Merriam-Webster Dictionary, an effect is "a change that results when 

something is done or happen". In this study, it is the level of development in the students' 

grammar achievement due to the use of language games. 

  



8 

Language games:  

Harb (2007) defines games as an instructional tool used in English language classes that 

promotes language learning through cooperative or competitive practice following 

particular rules. In the present study, the researcher investigates language games and their 

effect on English grammar. They are a set of various activities designed by the researcher 

based on specific rules to teach grammar and create an interesting learning environment. 

They included various games, such as guessing games,  mime games, inquiry circle games 

and arranging games.  

Seventh grade students:  

In the present study, it refers to the students who are in seventh grade study in 

governmental, public, and UNRWA schools in Tulkarm district. 

Achievement:  

It reflects performance outcomes that show how well a person did in achieving particular 

objectives that served as the focus of activities in educational settings, particularly in 

school, college and university (Steinmayr et al., 2014). In this study, It refers to the marks 

that students have got in the post-test, which in turn measure the degree of improvement 

that the use of language games have made. 

Grammar: 

“Grammar is the sound, structure, and meaning system of language. All languages have 

grammar, and each language has its grammar” ( Chin, 2007, as cited in Lin, 2008, p.1). 

It is a set of words that align to convey a meaning. In this study, it is included in the units 

of (1, 2, 3, 6) of the seventh grade Palestinian English textbook.  

1.9 Theoretical Background 

1.9.1 Definitions of Grammar  

 Grammar has many various definitions, some of which are discussed here by the 

researcher. Grammar can refer to books that include descriptions of the knowledge or the 

language structure that a native speaker has of his or her language and the descriptions of 

that knowledge (Richards & Rodgers, 1988). 



9 

Additionally, Ur (1991, p. 4) defined it as “the way language manipulates and combines 

words (or bits of words) to form longer units of meaning.” 

Grammar is still the most common aspect when learning the English language. 

Thornburry (1999) stated that grammar is the rules governing the construction of 

sentences in different languages . This means that it is the foundation of any language, 

and without it, English language Learners would never be able to speak effectively and 

clearly. According to Scrivener (2003), grammar is more than just a dry collection of 

rules and facts. Language resides in students' minds and is a living resource that enables 

them to express their thoughts and feelings and comprehend what others say or write to 

them.  

Further, grammar is defined as “a set of categories and forms which helps us to see 

language as structured and systematic…or a source which language users exploit as they 

navigate their way through discourse” (Batston, 1994, as cited in Bouras, 2006, p. 32). 

The purpose of grammar is to help students understand that language has regular patterns 

that enable us to understand what we say, read, hear and write. Without grammar, the 

meaning would only be conveyed by isolated words or sounds, images, and body 

language (Azar, 2007). 

1.9.2 The Role of Grammar in EFL Learning 

Grammar is considered the heart of language whereby individuals can produce different 

spoken and written structures, and it has been thought that teaching it in EFL classes is 

essential for developing language skills. It has been highlighted that individuals who are 

learning a second language may attribute more significance to the grammar compared to 

those who are native speakers and have already internalized the language's grammatical 

structures. The student of the second language must be deliberate in their pursuit of the 

language's grammatical rules (Rahman & Ahmed, 2017).  

According to Cam & Tran (2017), teaching grammar enables students how language 

functions. Students need to learn grammar to understand how sentences are constructed 

and the meanings they express. When students lack a firm grasp of grammar, they often 

find themselves unable to move past difficult sentences. Their ability to use language 



10 

accurately and fluently will improve if the grammar is taught in communicative and 

relevant circumstances. 

Moreover, Rinvolucri & Davis (1995) affirmed that teaching English grammar is not only 

to give the learners our linguistic knowledge clearly. Thus, using grammar flawlessly in 

written and spoken day-to-day conversations is the key to success. Based on this, it is 

concluded that no instructor can be effective without understanding and using grammar, 

which would then have an impact on the teaching-learning process.  

Besides, Mart (2013) asserted that it will be difficult to acquire a language without 

grammar. A lack of grammar knowledge will prevent learners from using the language 

appropriately. According to Saengboon et al. (2022), learners find grammar beneficial 

when it is taught with specific objectives. However, discussing the concept of grammar 

must be the focus of attention. Since grammar often hinders the efficiency of 

communication, they asserted that contextualized grammar with clear objectives is 

necessary for enhancing students' English competence. Therefore, teachers have to take 

this into account.  

In addition, having a good understanding of grammatical rules is very important for 

successful writing. Azar (2006), in her writing class, observed that students who had 

received grammatical instruction fared better than those who had not. Grammar-savvy 

students merely needed to be told that they were attempting to say "I was really bored" 

rather than "I was really boring." Students who lacked that foundation in grammar 

required a lot longer time to comprehend, for instance, the distinction between –ing and 

–ed adjectives.  

1.9.3 Methods of Teaching Grammar 

The task of assisting students in acquiring grammatical knowledge is one that English 

language teaching is concerned about. The teachers are responsible for improving 

students' grammatical knowledge and skills by employing suitable teaching tactics and 

techniques. According to Thu (2009), the most effective methods to teach grammar vary 

from teacher to teacher, researcher to researcher, and methodologist to methodologist. 

Here, the researcher sheds light on some of the strategies and tactics grammar instructors 

use in the classrooms.  



11 

1.  The Deductive Approach in Teaching Grammar 

This approach is so simple, beginning with rules and moving on to examples. Thornburry 

(1999, p. 29) stated that "A Deductive approach to grammar teaching, which is often 

called rule-driven learning starts with a presentation of rules and is followed with 

examples". Grammar in this approach is taught via introducing the grammatical rules by 

the teacher. Then, the teacher displays some examples on the board and discusses them 

with the whole class or highlights the examples in the textbook. Finally, once the students 

have comprehended the basic rules, they are instructed to engage in exercises that require 

the application of them.  

This is the strategy employed in the Grammar Translation Method, which starts with the 

explanation of grammar rules and then moves on to practice using translation into and out 

of the students' native tongue (Dulul, 2017). According to Cortez & Genisan (2021), the 

entire method is cognitive, requiring students to evaluate their words carefully before 

speaking or writing. The Value of the message is not given much consideration. Umida 

et al. (2020) asserted that the deductive strategy is the conventional or explicit strategy in 

teaching grammar. The focus of this strategy is on basic skills. Repetition is the key to 

learning, and teachers play a guiding role in that process.  

This approach to teaching has many characteristics. Lin (2010) believed that it is a method 

of teaching which emphasizes rules and includes presentation or explanation before 

students are exposed to how rules work in the language. In addition, it is frequently 

employed in ESL and EFL textbooks.  

2. The Inductive Approach in Teaching Grammar 

The approach being referred to is the inductive method. As per Thornburry (1999) 

findings, the aforementioned approach can be categorized as a learning by discovery 

method, as it commences with multiple examples that enable the deduction of a rule. It 

exposes students to the language without focusing on its grammatical rules. This method 

of teaching grammar begins by showing the students a set of various examples so they 

draw their own conclusions and find out the rule by themselves.  

Umida et al. (2020) asserted that the inductive method is also known as the 

"constructivist" method. Big ideas are highlighted in this method, which starts with the 



12 

whole and then expands to encompass the parts. Learning is interactive for the students, 

and information is constructed based on what they already know. The teachers' position 

is interactive, wherein they engage the students in a dialogue and help them to construct 

their own knowledge. Besides, teachers can implement an educational game that 

facilitates students' comprehension and creates a joyful learning atmosphere. 

The primary attribute of this approach is its role in directing the focus of students towards 

a particular structure while being situated within a communicative setting. Therefore, 

This helps students become more aware of the language they are learning by allowing 

them to generate and test ideas about its syntax (Paesani, 2005). In the current study, the 

inductive method was adopted by the researcher. 

3. The Eclectic Approach in Teaching Grammar 

This approach combines all of the positive aspects of the above-mentioned approaches. 

According to Cortez & Genisan (2021), although language is used for communication, 

there are still times when it is required to explain some grammar concepts. As pupils can 

pick up the rules over time, there will not be any formal language instruction. This 

approach will profit everyone, not just the pupils. Additionally, it will give the teacher 

the ability to cater to the various demands and learning preferences of the pupils. 

Albayati (2020) stated that the main attribute of this method is its flexibility in modifying 

methodology and technique to achieve the main educational objectives. Moreover, using 

such a method in the classroom (diversity) makes the classroom environment energetic 

and eliminates the concept of monotony.  

4. Focus on Meaning in Teaching Grammar 

Dulul (2017) defined focus on meaning as a strategy in which The primary objective is 

the effective communication of ideas, without regard for the specific forms employed to 

achieve this goal. According to focus on meaning, Long & Robinson (1998) confirmed 

that learners receive enough intelligible input, similar to acquiring the first language. 

Hence, by providing repeated comprehensible input, Implicit and unintentional 

instruction can lead to the acquisition of a target form. This approach prioritizes the 

emphasis on the significance and natural communication over linguistic structures. 

Teachers are also capable of tolerating the linguistic mistakes made by their students. In 



13 

reality, the teacher accepts any inter-language form that the students produce (Dulul, 

2017).  

1.9.4 Difficulties and Problems of Teaching Grammar 

The importance of grammar in the pedagogical process, along with the difficulties 

correlated with its guidance, is a significant topic of discussion that has persisted 

throughout the history of language education. Additionally, students' feeling of anxiety 

and fear when learning grammar continues to be a major hindrance to their fluency in 

communication skills. Therefore, many difficulties must be overcome when teaching 

grammar. Here, the researcher addresses several challenges faced by English grammar 

teachers in their lessons.  

According to DeKeyser & Sokalski (1996), comprehension and production are 

considered big problems in teaching English grammar. The argument put forth was that 

certain grammatical structures are easily comprehensible but difficult to generate, while 

others are easy to produce but difficult to comprehend. One-syllable adjectives in their 

comparative and superlative forms are an example of the former, whereas the use of some 

prepositions is an example of the latter. 

Moreover, Petraki & Hill (2010) asserted that the diversity in students' backgrounds and 

language learning experiences accounts for the variations in their levels of grammar 

understanding. This means that students' capacities for accepting knowledge vary, so if 

they do not have much grammar experience, this may be a problem. Indeed, that teachers 

always look for teaching strategies that would work best for their students, but sometimes 

these strategies are unsuccessful. Therefore, teachers must consider these differences and 

try to use methods that suit students' characters.  

In addition, the methods that are employed in teaching are considered a difficulty that 

students face in their grammar learning. Batstone & Ellis (2009) stated that there are 

several methods available for teaching, but the method chosen must take the learner's 

character into account. There is a variety of teaching strategies, but according to Batstone 

& Ellis (2009), The given-to-new principle, the awareness principle, and the real-

operating-conditions principle are three recommendations for effective grammar 

instruction. 



14 

In short, teachers have to do their best to find methods that work well for their students 

and try to create a successful learning environment with positive outcomes. Besides, 

teachers must consider students' personalities, abilities, academic levels, and interests 

since these factors are seen as the most consequential to the success or failure of the 

educational endeavor. 

Students also struggle since they don't have enough opportunity to practice their language 

skills outside of class. Grammar has been seen as a hurdle and impediment to helping 

pupils communicate successfully (Al-Mekhlafi & Nagaratnam, 2011). The true issue 

arises when students learn grammar but fail to apply it in real life, regardless of how well 

they understand it or how well it is taught. 

According to an interview made with two teachers, Dewi (2014) stated that there are 

various challenges in learning grammar. However, the main one is usually implementing 

the grammatical rules in communication since junior high school students are often shy 

to apply what they have learned in communication practice. Moreover, because each 

student has a distinct capacity for accepting what teachers teach in the classroom, their 

competency or aptitude becomes a challenge for them. Thus, teachers should provide 

sufficient and appropriate practice throughout the time.  

Furthermore, according to the interview, Dewi (2014) added that teachers' self-

confidence is a potential obstacle that educators may confront while instructing students 

on proper grammar use. She said that some educators lack the linguistic competence to 

properly instruct their students on proper grammar use. It is also difficult for them to 

communicate their understanding of grammar to the students. By this, they sometimes get 

nervous, which in turn affects how competent they are as teachers. 

To sum up, teaching grammar, which is considered a crucial part of teaching any 

language, is not a simple task. Hence, like any other language component, there are many 

difficulties that teachers may face while teaching it. These difficulties may relate to the 

teachers or the students themselves as the researcher mentioned above. Therefore, to 

ensure a good understanding and application of the grammatical rules that are being 

taught, many points have to be considered.  

  



15 

1.9.5 The Role of Teachers in Teaching Grammar 

As the primary source of linguistic knowledge for their students, teachers are given high 

regard for their roles in language learning (Magno, 2010). Teachers help students learn 

by imparting information and fostering an atmosphere that is favorable to study. 

The primary role of a teacher in a grammar class is to model for students what the 

language refers to and how to put it to use. They also need to be shown the grammatical 

structure of the foreign language and how to speak and write it (Harmer, 1991). 

Consequently, if the grammar is taught through separate sentences, learners will not be 

able to understand how grammatical components fit together to form complete sentences.  

Ellis (2006) confirmed that teachers should focus on helping students gain explicit 

knowledge and that the goal of teaching grammar should be to raise awareness of it. The 

mastery of grammar remains a crucial component in language acquisition, regardless of 

its relative importance in the broader context of language learning. 

1.9.6 Definitions of Games 

There is no single definition of the word "game", but the researcher addresses a variety 

of definitions that provide a summary of the characteristics that games generally have.  

Wright et al. (2006) has defined a game as an endeavor that encompasses both recreational 

play and social engagement. It is characterized by enjoyment, engagement, and frequent 

challenges. As per the findings of Talak-kiryk (2010), games are pleasurable pursuits that 

promote cooperation, cognitive processes, acquisition of knowledge, and strategies for 

resolving issues. A game can be defined as an activity that involves a set of rules, 

objectives, and an element of amusement (Deesri, 2002). 

In addition, Misa (2022) stated that the word "game" has evolved to refer to an activity 

that is enjoyable and fun, and that involves social engagement and collaboration among 

students. Furthermore, it facilitates the instructor in situating the language within a 

relevant and pragmatic framework. The acquisition of a skill can only be achieved 

through practical application. According to the Merriam-Webster Dictionary, it can also 

be defined as "a physical or mental competition conducted according to rules with the 

participants in direct opposition to each other”. 



16 

El-Shamy (2001) defined games as “competitive activities played according to rules 

within a given context, where players meet a challenge to achieve an objective and win”. 

Moreover, they are instructional activities that entail contact between learners to 

accomplish particular goals following predetermined rules (Hadfield, 1999) 

Besides, Hadfield (1999) gave a more thorough definition of games. According to his 

statement, a game is characterized by the presence of rules, objectives, and an element of 

entertainment. Games can be classified into two distinct categories: competitive games, 

wherein individuals or groups engage in a contest to attain the objective first, and 

cooperative games, wherein individuals or teams collaborate to accomplish the objective. 

Instead of placing focus on linguistic accuracy, games emphasize effective 

communication. 

1.9.7 Types of Games in EFL Classes  

 Two ways for classifying games are described by (Hadfield, 1996). She first 

distinguished between two categories of language games which are linguistic and 

communicative. Accuracy is the main goal of linguistic games while communicative 

games emphasize the effective sharing of information and ideas  

Secondly, Hadfield (1996) provided the following set of categories for language games, 

some of which have components from various types. She listed them as follows: 

1. Arranging games are also called ordering or sequencing games. They are games in 

which students need to order the cards in accordance with topics, such as a set of 

cards with alphabet letters. 

2. Guessing games in which a player has some information on his mind and withholds 

it intentionally, while others speculate what it might be. For example, the player may 

choose one of his classmates without saying his name, and the others have to ask 

yes/no questions to guess which one has been chosen.  

3. Matching games are a type of game that includes a transmission of information. The 

objective of this activity is to identify and match pairs of playing cards or images that 

correspond to each other. This activity can be implemented as a collaborative 

exercise involving the entire class, wherein all participants are required to navigate 



17 

the classroom space until they find a partner possessing a corresponding card or 

image. Alternatively, it can be conducted in smaller groups or pairs.  

4. Games with Information gaps need players to pay close attention to the information 

given to them to fulfill predetermined tasks. This particular genre of game may 

exhibit either a unidirectional or bidirectional structure, wherein the players are 

tasked with acquiring relevant information to overcome a shared obstacle.  

5. Exchanging games that follow the 'barter' principle. It is a game in which students 

exchange their thoughts, information, concepts and ideas. The objective of the game 

is to generate an acceptable transaction between the involved parties.  

6. Collecting games where students have to gather all of the needed cards to finish a set. 

This can be implemented as a group activity where participants have the liberty to 

move around and exchange cards in a random manner. 

7. Role-play games where students carry out or Individuals may assume roles that are 

not typically part of their daily routine, such as that of a dentist. The utilization of 

these games can also serve as a means to motivate students to engage in 

conversational interactions.  

8. Board games wherein students are given cards and are required to arrange them on a 

board to form meaningful words. 

9. Labeling games: This refers to a category of exercises involving the matching of 

labels and corresponding images by participants.  

Another type of language game is mime games. According to Elmi (2022), this game is 

an activity where anything is represented through gestures, facial expressions, or bodily 

movements without utilizing words. In the current study, the researcher implement this 

type of game by choosing a student to mime an action while others sought to guess what 

it actually is.  

1.9.8 Advantages of Using Games in EFL Classes 

Games are considered one of the most important teaching strategies in language learning 

classrooms. Donmus (2010) said that playing games could enhance students' mental and 

physical skills, keep their attention for long periods, and motivate them to work with their 



18 

peers to accomplish a particular task. As a result, (Kebritchi, 2010) advocated using 

games as replacement tools rather than supplements in EFL classes.  

According to Mubaslat (2012), a game should not be seen as a supplemental activity to 

fill in empty time for the teacher and the class. However, in the use of games in foreign 

language teaching, games need to be a fundamental component employed at all stages of 

the lesson, adding that they are appropriate and well-selected. Additionally, games are 

excellent for revision exercises that assist students in recalling the content in a fun way.  

Ibrahim (2017) stated that games help in developing a connection with the target language 

through repeated communication practices applied in the lessons. They are also successful 

in creating a positive classroom environment which in turn reduces students' anxiety. The 

use of games in language teaching and learning benefits all students regardless of their 

language proficiency, and it gives them a sense of comfort and confidence when learning 

a new language.  

Constantinescu (2012) stated some advantages of games, for example, they allow students 

to learn at their own speed and cognitive level. In addition, they develop students' ability 

to observe, raise their motivation, and create a competitive environment, so all of the 

students pay more attention to completing the task. Sweetser & Wyeth (2005) added that 

joy is usually simulated by the challenge that is provided to players through games. This 

sense of challenge makes learners existed and wishful to top their classmates.  

Further, they improve students' critical thinking, productivity, problem-solving, and 

imagination. In addition, games can provide a comfortable environment, especially for 

students with special needs.  

In addition, the implementation of game-based instruction facilitates the development of 

adaptable individuals who possess the ability to analyze and adjust to authentic scenarios 

(Zirawaga et al., 2017). According to Milczynski (2011), when learners play games, they 

learn to assess, synthesize, analyze, and organize knowledge. Besides that, using games 

helps students learn more effectively and enthusiastically because they do not think of 

their worries and take a break from daily routines, which gives them space to enjoy 

themselves (Wechselberger, 2013). 



19 

To summarize, games have a high pedagogical value and offer language teachers several 

benefits when they are employed in foreign language lessons. Moreover, using games in 

EFL classes is the one which students accept most readily. 

1.9.9 Challenges of Using Games in EFL Classes 

Besides many advantages, there are many disadvantages of using language games in EFL 

classes. Some of these disadvantages were outlined by (Stojković & Jerotijević, 2011). 

According to them, if games are already tedious and uninteresting, students might not 

entertain and participate. Additionally, some students may see games as a pointless or 

childish tactic. They also believed that deviating from the games' main objective might 

lead to excessive play and a lack of learning. This means that games may divert students' 

attention away from the main educational objective, resulting in an unsuccessful teaching-

learning process.  

Cruickshank & Telfer (1980) pointed out some disadvantages of using games, for 

example, some teachers are unfamiliar with stimulations and games, some games need a 

large amount of time, games are less available than other traditional teaching methods, 

not all students will enjoy games, and games can limit the number of students who can 

play. 

According to Diana (2010), because games capture students' attention, this will make 

them energetic and noisy. Thus, it is challenging for teachers to maintain control.  

Furthermore, Kebritchi (2010) raised the issue that games are becoming such creative 

teaching aids. Therefore, teachers might conclude that they do not have to lecture, and 

instead, they rely on the games an utilize them as a replacement for teaching rather than 

as a complement.  

1.9.10 Aspects Considered When Choosing A Game  

There are many different options for language games that teachers can choose when 

teaching their students. However, teachers must consider a variety of aspects when 

choosing which game to employ in the class and which game is the most successful and 

suitable for their students.  



20 

First of all, games must align with the lesson objectives, so the purpose of using a 

particular game should be identified by the teachers. The games have to be beneficial and 

convenient. According to Nedomová (2007), teachers need to think about whether the 

game-like activity is just to make the class more interesting and keep the students from 

getting bored or to review and exercise some specific aspects of grammar or vocabulary, 

for example. In addition, it is crucial to take the game level into account when selecting 

it. Ibrahim (2016) stated that a game may become challenging when it is above the 

learners' levels or it may get dull when learners find it too simple to continue. Therefore, 

when a game is appropriate to the learners' levels, the learners can easily employ their 

grammatical knowledge while playing the game. 

Moreover, learners' characteristics, personalities, and interests should be considered when 

choosing a game (Tu et al., 2015). This aspect seems to be very important since selecting 

a game that suits students' needs and interests affects the teaching-learning process 

positively. In this respect, it is concluded that when the teachers choose the games based 

on their students' preferences, this will create an interesting and motivating classroom 

environment in which the students actively interact and participate. Consequently, every 

teacher has to be aware of his students to distinguish which game is proper for them and 

which is not.  

Furthermore, Zhang (2018) discussed other essential aspects that have to be considered 

when choosing an educational game, such as making rules. She stated that the teachers 

should provide as many obvious rules as possible because if the learners do not 

understand what is required of them and how to execute it, the goal cannot be attained 

and the game cannot be played. She added that time limitation is also seen as an important 

factor since interest in games is dependent on time. Students may lose interest and get 

bored if one takes too long to answer to a question. 

Additionally, the varying of games is necessary. According to Zhang (2018), to prevent 

the students from getting bored or uninterested, games should be rich and varied. Instead 

of playing the same game for a long time, students enjoy playing fresh and unique games. 

Accordingly, teachers should regularly compile or produce new effective games.  

  



21 

1.10 Review of Related Studies  

 In this section, the researcher presents related studies at local, Arab and foreign level. 

1.10.1 Local Studies 

Al-Jarrah et al. (2019) study "Improving English Grammar Achievement through 

Educational Games among Eleventh Grade Students in East Jerusalem", The study was 

conducted with the objective of examining the efficacy of educational games in enhancing 

the English grammar proficiency of eleventh-grade female students at a high school 

located in East Jerusalem. The study was carried out in the second semester of the 

academic year 2016-2017. The researchers followed an experimental approach. The study 

sample consisted of 62 students divided into two groups (an experimental and a control 

group). Both groups performed pre and post-tests. The experimental group received 

instruction through the utilization of games for a duration of two months, while the control 

group was instructed using conventional methodologies. The post-test results 

demonstrate a significant difference in achievement between the experimental group 

(mean = 77.6%) and the control group (mean = 68.7%). According to this, the researchers 

recommended implementing educational games in teaching English grammar and other 

language skills.  

Saker (2015) study "The Effectiveness of Using Jigsaw Strategy on Palestinian Tenth 

Graders' English Grammar Learning", sought to examine how well the jigsaw method 

helps Palestinian high school students learn English grammar. The study relied on an 

experimental approach. The study's sample comprised 72 male and female learners who 

were studying English as a foreign language at Beit Lahia Basic School "A" for boys, 

located in the Gaza Strip. Two distinct groups were utilized, namely the experimental 

group and the control group. The experimental group received instruction using the 

jigsaw strategy, whereas the traditional method was employed in teaching the control 

group in the second term of the school year (2013-2014). A pre-post test was used as a 

tool for the study. The researcher used SPSS, T-Test, and Man Whitney to analyze the 

gathered data. The study's results revealed that there were significant differences between 

the groups, and this is because the technique was used. The study suggested that, to 

improve student achievement, the jigsaw method should be used when teaching and 

learning English grammar. 



22 

Elkahlout (2012) aimed to investigate the influence of a proposed curriculum on 

improving future Students' and educators' knowledge of and comfort with creating 

instructional games for use in teaching English grammar. The researcher used pre- and 

post-tests as a part of a quasi-experimental design to gauge progress toward the study's 

end goal. The study sample included 32 female student teachers who were enrolled in the 

practicum course (2011-2012) and easily selected from the English department's fourth 

level at Al Azhar University. The data was analyzed using a number of different statistical 

methods. The outcomes demonstrated that the experimental group's members performed 

better than the control group. Furthermore, data showed that both students and educators 

viewed the use of games to teach grammar favorably. The researcher suggested that 

additional investigations should be conducted to enhance the student-teacher's diverse 

abilities in adapting to contemporary education. 

El Tanani (2011) study "Teaching Grammar Communicatively for Six Graders in Gaza 

Strip: A Suggested Framework ", aimed to investigate the present grammar teaching 

methods for sixth graders in Gaza. Additionally, it sought to propose a practical 

framework of efficient ways for teaching grammar communicatively and determine 

whether the suggested framework improved sixth graders' ability to use the language in 

contexts. To accomplish the objective of the investigation, the researcher employed both 

the experimental methodology and the descriptive analytical approach. The sample of 

students consisted of (140) divided into two groups: the experimental and control. The 

sample of the teachers consisted of (12) sixth grade English language teachers who were 

selected randomly. For data collection, the researcher used an observation card, an 

achievement test, and an attitude scale. The collected date was analyzed statistically. The 

results showed that English teachers did not use effective techniques for teaching 

grammar. According to the test findings, the experimental group students did better than 

those in the control group. In addition, the students agreed on the effectiveness of the 

communicative grammar teaching method. The researcher recommended the Ministry of 

Education to design training courses that instruct English teachers in the communicative 

teaching of grammar. 

Ishtawi (2011) study "The Effects of Game Strategy on the Learning of English Grammar 

for the Twelfth Grade Students", sought to determine how game strategy affected the 

acquisition of English grammar for twelfth graders in Gaza governmental schools. To 



23 

achieve the aim of the study, the researcher used the experimental approach. The sample 

of the study consisted of (80) male students from secondary schools in West Gaza. Two 

groups were used including experimental and control. The experimental group received 

taught through the use of educational games, while the control group espoused using the 

traditional method. A pre-test and post-test were conducted to collect the requisite data. 

The collected data was analyzed using SPSS. The results revealed that there were 

statistically significant differences between the groups in favor of the experimental group. 

The researcher recommended the need of implementing of language game strategy in 

teaching English to come up with better results. Besides, It is proposed that more studies 

ought to be conducted to determine the impact of gaming techniques on other areas of 

English proficiency.  

1.10.2 Arab Studies 

Amel (2021) study "Investigating The Impact Of Teaching English Using Games In 

Enhancing The Learner’s Grammar Competence", aimed to investigate how teachers and 

students feel about the use of language games to improve students' grammar proficiency. 

For the purpose of achieving the objective of the research, the researcher used both 

qualitative and descriptive methods. Two questionnaires are submitted to a sample 

consisting of (40) pupils of the second year at middle school and a group of five teachers 

of English at middle school. The findings showed students' motivation will be boosted 

and raised if language games are introduced in grammar lectures. It is suggested that 

teachers should take into account the fact that teaching through games is one of the more 

effective methods that provide the students the chance to improve their mastery of the 

language. 

AlAzzam-Khraiwish et al. (2021) study "The Effect of Using Website Games on Fourth 

Grade EFL Students' Learning of Vocabulary and Grammar in Jijin Secondary School in 

Jordan", aimed to investigate the impact of website games on young Jordanian learners' 

vocabulary and grammatical development. The study's sample was made up of (48) fourth 

grade students from Jijjin Secondary School in Irbid. Two groups were used including 

experimental and control. Teaching in the experimental group occurred through Web-

based games, whereas in the control group, instruction occurred via more conventional 

means. A pre-test and post-test were carried out to gather data. T-Test was used to analyze 

the collected data. The study's findings showed that, as a result of the new teaching 



24 

method, the experimental group outperformed the control group in terms of vocabulary 

and grammatical learning. The researchers recommended giving courses on using 

Website games and training teachers on how to use them.  

Hakami & Abdelrahman (2019) study "The Effects of Using Games in Teaching and 

Learning English Grammar to EFL Learners", aimed to investigate the impact of using 

games to teach EFL students' grammar. Fifty male Saudi students took part in the 

research. Pre- and post-tests were used to gather information. The results of the research 

showed that entrants saw educational games as a good way to teach grammar. The 

findings also showed that including classroom activities in EFL instruction increased 

students' interest in and motivation for utilizing English. The researchers recommended 

expanding the workbook by adding additional activities to help students practice, review, 

and learn speaking, reading, and writing and master English grammar. 

Mubaslat (2012) study " The Effect of Using Educational Games on the Students’ 

Achievement in English Language for the Primary Stage", aimed to determine the role of 

educational games in learning a foreign language, and to compare games with more 

traditional practices as effective learning tools on the basic educational stage students at 

governmental schools in Jordan. The experimental research is carried out by selecting 

three groups randomly out of six. An analysis of variance (ANOVA) was employed to 

establish the correlation between foreign language acquisition and educational gaming. 

The students conducted both pre-tests and post-tests. The findings indicate that the 

academic performance of students in the experimental group surpassed that of their 

counterparts in the control group. This suggested that the integration of educational games 

in the instructional process yielded a favorable impact on the academic outcomes of 

students at the elementary level. The utilization of games is suggested due to their high 

efficacy, especially during the initial phases of instructing a secondary language. 

Additionally, games serve as a valuable resource for language acquisition for educators.  

1.10.3 Foreign Studies 

Kayan & Aydin (2020) study was designed to examine the impact of computer-assisted 

language games on the development of grammar proficiency on students enrolled in 

Turkish language and grammar courses. The researcher applied a quasi-experimental 

approach and a pre-posttest nonequivalent group was used. The study's sample consisted 



25 

of two classes of 6th grade students studying at a middle school. In the experimental 

group, computer-assisted educational games were created and used for 12 weeks. For the 

control group, lesson activities were carried out according to the curriculum. The 

academic accomplishment of students in the grammar between the experimental group, 

which utilized computer-assisted educational games, and the control group, which 

employed the curriculum, revealed a significant difference in students' achievement. It is 

recommended to increase the number of computer-assisted games, and the technique of 

teaching grammar should be based on a knowledge of implicit learning. 

Haja Mohideen (2019) Study "The Effects of Using Language Games in the Classroom 

on ESL Learners’ Acquisition of English Grammar", aimed to explore the use of games 

to facilitate grammar acquisition. This study used both quantitative and qualitative 

methods. The sample of the study consisted of 64 students from Universiti Sultan Azlan 

Shah. Two groups were used including experimental and control. The experimental group 

classes received treatment via games, while less emphasis was placed on games in the 

control group's classes. Students were given questionnaires with 12 closed-ended 

questions to evaluate information on affective aspects. The results of the quantitative 

methods were analyzed statistically using mean scores and T-tests. The study's findings 

showed that pupils in the experimental group scored higher. This is due to the numerous 

advantages that games provide for quickening language learning. It is recommended to 

take games into account in English language learning programs. Teachers should take 

advantage of the usage of games to make their teaching simple, engaging, and motivating. 

Bush (2015) "The Impact of Classroom Games on the Acquisition of Second Language 

Grammar", aimed to investigate how playing games influences second language grammar 

learning for Turkish EFL students. There were 34 Turkish students included in the 

research. Intervention and control groups were employed. The experimental group played 

games for all three of their class times, while the control group got the standard 

curriculum. A pre-test, a post-test, and a delayed post-test were given. T-tests were 

performed on the scores from each test and a mixed (with-subject and between group) 

ANOVA was conducted. Also, a survey was conducted to identify students' experience 

of using games in teaching. The results showed that games were effective and motivating. 

The researcher suggested incorporating games into grammar lessons about once a week. 



26 

Bayburdyan (2011) study "The Impact of Games on the Acquisition of Grammatical 

Structures", aimed to find out the positive impact of games on the appropriate use of 

grammar structure and to determine the students' attitudes towards the grammar practice 

used during the study. The sample of the study consisted of 32. Two groups were selected 

including focus and comparison. While the comparison group practiced the grammatical 

structures with conventional exercises, the focus group received treatment via games. The 

quantitative data was collected through pre and post-tests and the questionnaire. The 

collected data were analyzed by implementing the Mann-Whitney and Wilcoxon tests, to 

compare the test results of both groups. The outcomes showed that there was no difference 

in the students' performances between the focus group and the comparison group. 

According to the results of the questionnaire analysis, the majority of the focus group 

students found game-based learning to be very entertaining and were highly motivated to 

participate in such activities. The researcher recommended conducting more studies with 

a big number of individuals to provide more generalized findings. Moreover, students at 

the intermediate level were the subjects of this study, additional studies can be done at 

various proficiency levels and ages. 

Wang (2010) study "Using Communicative Language Games in Teaching and Learning 

English in Taiwanese Primary Schools", aimed to examine the use of communicative 

language games for teaching and learning English in Taiwanese elementary schools. The 

participants were 150 teachers teaching in Taiwanese primary schools. To achieve this 

aim, the researcher used a questionnaire about participants’ perspectives on the use of 

communicative language games in English lessons. The results of the study revealed that 

Taiwanese elementary school teachers appreciated the advantages and value of 

communicative game activities in the teaching of English language. In addition, the 

results suggested that teachers should be aware of taking learners’ variations such as 

background, styles, and needs into account when teaching English. The researcher 

recommended making good use of the advantages of communicative language teaching 

to create a comfortable, supportive, and learner-centered learning environment beneficial 

to prepare students with much exposure to the target language use.  



27 

1.11 Commenting on Previous Studies  

Previous studies highlighted the importance of employing gaming strategies in teaching 

English language and its efficient role in improving students' achievement in learning 

English, specifically in grammar. Despite the different environments and circumstances, 

The importance of incorporating games in English language classes was supported by 

various studies, including those conducted by Arab, local, and foreign researchers. There 

is a growing demand for researchers to conduct additional experimental studies in the 

field of language teaching, particularly in the area of English grammar instruction. This 

is due to the fact that grammar is widely regarded as the foundation of language, and 

without a solid understanding of it, learners may struggle to produce coherent spoken and 

written language structures. The current investigation aligns with prior research by 

highlighting the significance of incorporating language games as a pedagogical tool for 

instructing English grammar to students who are learning English as a foreign language.  

Moreover, most of the mentioned studies varied in the methodology used. This study was 

similar to some of them in the use of a quasi-experimental quantitative design such as 

(AlAzzam-Khraiwish et al., 2021), (Kayan & Aydin, 2020) and (Elkahlout, 2012). Some 

studies used the experimental design, such as (Saker, 2015) and (Mubaslat, 2012). 

However, some employed a qualitative design such as, (Amel, 2021) and (Wang, 2010), 

and others used both quantitative and qualitative methods like (Haja Mohideen, 2019). 

Additionally, the present study was similar to some mentioned studies like (Bush, 2015) 

and (Hakami & Abdelrahman, 2019) in the tool used for data collection, which was pre 

and post-tests. On the other hand, other studies varied in the tools used. Some of them 

used questionnaires, observation, and an attitude scale, for example, (Wang, 2010), 

(Bayburdyan, 2011), (El Tanani, 2011), (Elkahlout, 2012), and (Amel, 2021). In addition, 

several academic inquiries have explored the impact of incorporating language games 

into English language instruction, with a particular emphasis on areas beyond grammar, 

such as vocabulary acquisition, such as (AlAzzam-Khraiwish et al., 2021).  

In contrast with the mentioned studies, the current focused on seventh graders as a study 

sample. 

  



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1.12 Conclusion 

The present chapter comprises two distinct sections. The introductory section provided a 

succinct overview of the significance of instructing the English language as a whole, with 

a specific emphasis on the teaching of grammar. In addition, it addressed the insistent 

need to find alternative methodologies of teaching grammar, such as language games. 

Then it asserted the usefulness of language games in the teaching-learning process.  

It was followed by identifying the statement of the problem, the aim and objectives, the 

questions, the hypotheses, the significance, and the operational definitions of the study. 

The second section included several topics: definitions of grammar, the role of grammar 

in the teaching-learning process, some methods of teaching grammar, difficulties of 

teaching grammar, and the role of teachers in teaching grammar. In respect of language 

games, it presented some definitions of games, types of games in EFL classes, advantages 

and challenges of using games in EFL classes, and aspects that have to be considered 

when choosing a game. It also reviewed some previous studies related to the 

implementation of language games in the teaching-learning process. Most of these studies 

emphasized the usefulness of game strategy and its positive impact on learning the 

English language.  

This study was conducted to investigate the impact of English language games on the 

grammar achievement of seventh-grade students in Tulkarm district. The study was 

motivated by the theoretical background of grammar and its significant role in English 

language learning, as well as the benefits of games in fostering an interactive and 

supportive classroom environment. 

 

 

  



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Chapter Two 

Methods 

2.1 Introduction 

This chapter is specified to present the methodology used throughout the study. It consists 

of the population and the sample of the study, as well as the study tool and its validity 

and reliability. It also includes the practical procedures employed in conducting the tool. 

Moreover, it includes the study variables and the statistical tests used in this study. 

2.2 Methodology of the Study: 

The first section of the methodology delineates the sample involved in the study, while 

the second section outlines the tools and resources employed by the researcher. This study 

is a semi-experimental quantitative one. Inferential and descriptive statistics were used in 

the study's data analysis. Descriptive statistics were used to calculate the mean, standard 

deviation, and standard error of measuring utilized tests. The reliability was measured 

using Cronbach coefficient Alpha method. For inferential statistics, the Independent 

Samples T-test, Paired Samples T-test and ANOVA test were used. 

The purpose of this study is to investigate the effect of using English language games on 

the achievement of 7th grade students' grammar in Tulkarm district during the scholastic 

year (2022-2023). To achieve the purpose of this study, the researcher chose a sample of 

students from the population of the study which included (4232) male and female students 

who are in seventh grade in Tulkarm district. The students were divided into two groups 

(the experimental and the control group). The control group was taught grammar using 

the traditional methods, whereas the experimental received intervention through language 

games.  

The study was divided into two sets: 

1. Experimental set (group): students who learned English grammar using educational 

games. 

2. Control set (group): students who learned English grammar using the traditional 

method. 

- Experimental group: EG 



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- Control Group: CG 

- Pretest: M 

- Posttest: O 

- Treatment: X1 

- Without treatment: X2 

The quasi-experimental design of the study was as follows: 

- EG: M X1 O 

- CG: M X2 O  

2.3 Population of the Study 

The population of this study consists of all the students who are in the seventh grade in 

Tulkarm district in the scholastic year 2022/2023. The total number of students is (4232) 

male and female. 

The following table shows the distribution of the population according to the sector. 

Table (2.1) 

The Distribution of the population According to the sector 

Sector Number Percentage% 

Governmental 3753 88.6% 

Private 109 2.5% 

UNRWA 370 8.7% 

Total 4232 100% 

2.4 Sample of the Study 

The research subjects have a same educational and cultural background, and they have 

all been studying English using the Palestinian curriculum known as English for 

Palestine. The sample of this study was selected purposely by the researcher. It consisted 

of 168 seventh graders who study in Tulkarm and Nour Shams Basic Girls’ Schools in 

two groups: seventh B and seventh A. The study comprised of two groups, namely the 

experimental group comprising of 84 students and the control group comprising of 84 

students. The primary rationale for opting for a purposeful sample pertains to the 

challenges encountered by the researcher during the study's execution. The researcher 

exerted her best efforts to take the permission of the Directorate of Education in Tulkarm 



31 

to carry out the study. All attempts, unluckily, were unsuccessful because of the enormous 

number of researchers who needed to conduct their studies. The researcher then tried to 

obtain approval for implementing in private schools, but the study's required sample size 

was not available in the region. After falling at multiple efforts, the researcher finally 

received approval to carry out the study solely in UNRWA schools. The table presented 

below displays the numerical values corresponding to the quantity of individuals within 

each respective group. 

Table (2.2)  

Displays the distribution of the sample based on the groups. 

School Group Grade No. Percentage 

Tulkarm and Nour 

Shams Basic Girls' 

Schools 

Experimental group Seventh Grade B 84 50% 

Control group Seventh Grade A 84 50% 

 Total 168 100% 

2.5 Tool of the Study 

To accomplish the objectives of the research, the investigator administered a pre-test to 

ensure that both the experimental and control groups possessed equivalent levels of 

proficiency in English language grammar. Subsequently, the experimental procedure was 

administered to the designated experimental cohort. Subsequent to this, a post-assessment 

was administered to evaluate the progress of the pupils' grammatical proficiency in the 

English language. Both tests were prepared by the researcher focusing on specific 

grammatical structures that are included in the seventh grade English textbook, and 

students are expected to have mastered this. 

2.5.1 Pre-Test 

To ensure that the experimental and control groups possess comparable levels of 

competence and to assess their proficiency in English language grammar. The pre-

grammar test was administered by the researcher. The examination required students to 

respond to questions pertaining to the English syllabus for seventh-grade students (see 

Appendix B). 

The t-test approach was used to record and statistically analyze the test findings. The 

mean, standard deviation, and T-value are shown in Table (3). 



32 

Table (2.3) 

T-Test results comparing the experimental and control groups for the pre-grammar test 

Group No. Mean Std. Dev. T P-value 

Experimental 84 7.87 2.26 
2.023 0.071 

Control 84 8.74 3.67 

Both the control and experimental groups virtually had the same level of grammatical 

proficiency, as seen in the data table above. According to the above table, the difference 

is not statistically significant (P-value 0.071≥ 0.05). This indicates that the two groups' 

language proficiency in terms of grammar was almost equal. 

2.5.2 Post-Test 

The researcher devised an assessment tool in the form of a test of grammar to evaluate 

the English grammar proficiency of the students. The assessment was administered as a 

follow-up evaluation subsequent to the experimental intervention (see Appendix B). 

The objective of the assessment is to evaluate the impact of incorporating English 

language games on the academic performance of students in the area of grammar. The 

grammar test was constructed by the researcher utilizing the English for Palestine 7A 

textbook, adhering to the guidelines outlined in the test specification. In addition, she 

relied on her prior experience as an instructor of English and sought guidance from other 

professionals in the field of English education.  

The test items were divided into five distinct questions. The assessment comprised of a 

total of twenty points. The researcher's experiment was centered on the students' ability 

to acquire the appropriate grammar related to specific regulations. 

- In the first asked question, the pupils were instructed to identify and encircle the 

appropriate conjugation of the verb. It comprised of six sections, with a value of one 

point assigned to each accurate response. 

- In the second question, the students were instructed to rectify the verb that was 

enclosed within the brackets. It comprised of four components that assess the 

proficiency in discriminating between various types of verbs. A single point was 

awarded for each accurate response.  



33 

- In the third one, the pupils were instructed to arrange the given word in the 

appropriate sequence. It comprised of five distinct components, with a single point 

being allocated for each accurate response. 

- Question number four required the pupils to rectify the verb that was underlined. It 

consisted of a singular item, with a corresponding value of one point designated for 

a correct response. 

- In the fifth question, the aim is to elicit a comprehensive response from the students 

utilizing the provided notes. It comprised of four components that assess the students' 

proficiency in categorizing grammatical sentences, with one point awarded for each 

accurate response. 

Table (2.4) displays the categorization of questions based on the evaluation standards 

outlined in the examination guidelines. The researcher adopted Bloom's Taxonomy. 

Table (2.4) 

Table of specification 

Activity No. of items Marks % 

Multiple choice 6 6 30% 

Verb correction 5 5 25% 

Word order 5 5 25% 

Making sentences 4 4 20% 

Total 20 20 100% 

2.6 Validity of the Tool 

The pre-test and post-test items were sourced from the content featured in the Palestinian 

English textbook designed for 7th grade students. To ensure the validity of both the pre-

test and the post-test, they were given to a jury in the field of TEFL: they are Dr. Nedal 

Jayousi and Dr. Munther Saeedi from An-Najah National University, and Dr. Hadeel 

Ashour who is a lecturer at Al-Madinah International University. They were also given 

to two English teachers at the Directorate of Education in Tulkarm district who are Mr. 

Rabah Saifi and Mrs. Reef Ganem (see Appendix C). All of them examined the validity 

of the two tests by comparing their items with the content of 7th grade English textbook. 

Then, the researcher made all modifications they referred to. 



34 

Concurrent Validity 

 To ensure the validity of the tests, the researcher conducted a test-retest and then chose 

a sample of students who are not included in the sample of the study to perform the test. 

The test-retest was applied within a week to assure that remembrance does not affect 

students' answers. Pearson correlation coefficient was used. 

Table (2.5) 

Pearson correlation coefficient values between the mean of each question of the test 

Question No. Pearson coefficient P-value 

1 0.811 ** 0.00 

2 0.713 ** 0.00 

3 0.825 ** 0.00 

4 0.562 ** 0.00 

5 0.773 ** 0.00 

It is clear from the previous table that the correlation coefficients between the mean of 

each item of the test and the total mean of the test ranged between (0.562- 0.825), and all 

these values are statistically significant at the significance  level (α≤0.05) since the P-value 

is 0.00 for all questions, which indicates that the concurrent validity of the tests has been 

achieved in the scale.  

2.7 Reliability of the Tool 

Reliability indicates that the scores yielded from an instrument are consistence and stable. 

In other words, it’s the degree to which an assessment tool produces stable and consistent 

results. To ensure the reliability of the research test, the researcher used Cronbach 

coefficient alpha method, which is one of the most popular reliability statistics, and is 

used today for determining the internal consistency or average correlation of items in a 

survey instrument to test its reliability.  

Table (2.6) 

Cronbach alpha test 

NO. Group Test No. of question alpha-value 

1 Experimental  
Pre-test 5 0.775 

Post-test 5 0.868 

2 Control 
Pre-test 5 0.813 

Post-test 5 0.793 

Total 0.812 



35 

Table (5) shows that the results of Cronbach alpha test are (81.2%) and the entire scale 

paragraphs are above 70%, which is acceptable. Therefore, the tests are reliable and could 

be redistributed. 

2.8 Variables of the Study 

This study contained the following variables: 

2.8.1 Independent Variables 

The independent variable of this study was the use of English language games in teaching 

Grammar.  

2.8.2 Dependent Variables 

The dependent variable of this study was students' scores in the grammar test that is held 

after the use of language games in the classroom environment. 

2.9 Procedures of the Study 

The researcher followed the following procedures during the implementation of this 

study: 

1. The researcher prepared the study tool which was a pre and post-test, and the content 

that has been specified to be taught to the students. 

2. The researcher examined the validity and reliability of the tool to ensure that it can 

be used.  

3. The researcher determined the population of the study which consisted of all seventh 

graders in Tulkarm district in the scholastic year 2022/2023, and the sample which 

consisted of 168 seventh graders who are studied in Tulkarm and Nour Shams Basic 

Girls' Schools in two groups: seventh B and seventh A. 

4. The researcher exerted her best efforts and coordinated to take the permission of the 

Directorate of Education in Tulkarm district to start implementing her experiment. 

Unfortunately, all efforts  failed because of the huge number of researchers who need 

to implement their experiments in schools, which wasted the teacher's time. Then the 

researcher tried to get permission to implement in private schools, but the sample 



36 

size in the area was not enough for the study. Consequently, after several attempts, 

the researcher took permission to implement the study in UNRWA schools only.  

5. The researcher met the principal and the English teachers at the schools. 

6. The researcher explained in detail about the study and provided them with more 

illustrations about the purpose of the study, the tool, the material, and the procedures 

that will be followed during the experiment.  

7. The researcher asked them to make sure that the study tool was valid to start 

implementing the experiment. 

8. The researcher divided the students into two groups (the experimental and control 

group), and both groups were given a pre-test to make sure that they have the same 

academic level. 

9. The teacher taught the control group using the traditional method of teaching 

grammar, and the experimental group was taught via language games by the 

researcher. 

10.  The researcher gave both groups a post-test to assess the effectiveness of the new 

method. 

11.  In the end, the researcher analyzed the results, came to the conclusions, and 

suggested some recommendations. 

2.10 Statistical Analysis 

The obtained data were analyzed using the Statistical Package for the Social Sciences 

(SPSS). The following statistical procedures were used in the study: Frequencies, means, 

standard deviations, and percentages. In addition, the following tests were computed: 

Cronbach Alpha test, T-test, and One-Way ANOVA.  

2.11 Summary 

This chapter illustrated how the study was carried out. It introduced the methodology, the 

population, and the sample of the study. It also included the tool which was a pre post-

test that the researcher used to implement the study. Further, it ensured the validity and 

reliability of the test. The results showed that it is valid, reliable and could be 

redistributed. In addition, this chapter addressed the procedures that were followed and 



37 

the difficulties encountered throughout the study, and how the researcher overcame them 

to succeed it. Finally, it presented the study design and the statistical analysis that were 

used. 

  



38 

Chapter Three 

Results and Discussion 

3.1 Introduction 

The present chapter provides an in-depth analysis of the outcomes of the investigation, 

encompassing the discoveries and corresponding deliberations. The final component 

encompasses the responses to the inquiries and hypotheses. 

The initial segment of this chapter provided responses to the three inquiries posed in the 

study, while the subsequent segment analyzed the outcomes of the hypotheses. 

3.2 Descriptive analysis 

The researcher extracted the results of the students in the pre and post-tests, and the results 

were as follows: 

Table (3.1) 

Mean results for pre-test and post-test for the tow groups 

Question 

Number 

Question 

marks 

Control group Experimental group 

Pre-test Post-test Pre-test Post-test 

1 6 2.46 3.78 3.51 4.54 

2 4 2.05 2.09 0.656 2.63 

3 5 2.63 3.055 3.62 3.92 

4 1 0.303 0.141 0.46 0.73 

5 4 0.92 0.98 0.76 2.85 

Total 20 8.363 10.046 9.006 14.67 

The results in the previous table indicate that there is a difference in the marks of the pre 

and post-test for the two groups, and the researcher indicates that there is an improvement 

in the marks of the experimental group, clearly more than of the control group. 

3.3 Results Related to English language grammar Test 

3.3.1 Findings pertaining to the initial question and proposed hypothesis 

The question No.1 is "Are there any statistical significant differences at (α≤0.05) between 

the experimental and control groups students achievement in English Grammar in favor 

of the pre-test?" 



39 

 The initial hypothesis is "There are no statistical significant differences at (α≤0.05) 

between the experimental and control groups students achievement in English Grammar 

in favor of the pre-test". 

To examine the aforementioned hypothesis, the investigator employed the Independent 

Samples T test to assess the disparities in the average scores out of twenty on a grammar 

assessment between the experimental and control groups during the pretest phase. The 

ensuing table presents the findings: 

Table (3.2) 

Displays the means, standard deviations, and results of an independent samples t-test 

assessing the differences in mean scores on a test of grammar between the experimental 

and control groups during the pre-test phase 

Group N Mean Std. Deviation T P-value 

Control  84 8.363 2.73 
0.562 0.953 

Experimental  84 9.006 3.91 

The initial asse