STUDENT-ORGANIZED LANGUAGE GAMES IN SPEAKING PRESENTATIONS: A STUDY WITH EFL STUDENTS

Abstract

This study investigates the perceptions of 50 second-year English major students at the English Faculty of a public university in Central Vietnam, regarding the integration of student-led language games into their oral presentation activities. Data were collected through a 5-point Likert scale questionnaire, followed by semi-structured interviews with 10 students in an English-speaking class. The findings reveal that language games were seen as effective tools for increasing audience engagement, encouraging peer interaction, enhancing motivation, and improving vocabulary acquisition. Nonetheless, challenges such as time constraints and inadequate instructional resources remain. To optimize the effectiveness of language games in language learning and teaching, the study recommends providing students with comprehensive training in designing, organizing, and facilitating language games as part of their oral presentations. This includes equipping them with practical strategies, examples of effective game formats, and guidance on integrating language learning objectives into game-based activities