Teacher experiences and perceptions of using game-based tools to assess English language proficiency

Abstract

Many approaches are available to enhance learning English and to aid learners in acquiring the necessary language skills. One of the approaches gaining popularity in teaching and learning English is game-based learning. South African learners attending urban township schools face many challenges in attaining the necessary level of English language skills that will ensure that they perform well throughout their primary, high school and tertiary education. The current study explored English teachers’ experiences with using games as tools to assess high school learners from an urban township school and a rural school.

The Cultural-Historical Activity Theory (CHAT), which is inspired by the work of Barrett-Tatum (2015) was used as the framework for the current study. A qualitative research approach was used within a case study design. For the current study, purposive sampling was employed to select teachers who were using games-based assessment. In total, four teachers from two schools participated. Semi-structured interviews, classroom observations, and field notes were used as data collection strategies to triangulate the findings.

The study’s results revealed that game-based learning can improve the extent to which learners acquire English language skills, provided that it is properly integrated into the curriculum. Although some evidence was provided that the use of game-based learning can assist teachers in formatively assessing learners’ English language acquisition skills, it cannot be regarded as conclusive. Further research into the role of games-based assessment is needed.