Digital Games in English Learning Process

Abstract

This article explores the theoretical foundations and practical effectiveness of using digital games in teaching English. Based on the author's program titled "Digital Games in English Learning Process", the paper discusses its innovative aspects and pedagogical value. The program aims to improve learners" linguistic competence, enhance communicative skills, and increase motivation through the systematic integration of digital games into the learning process. Findings show that digital games, when complementing traditional teaching methods, strengthen students' cognitive engagement and create a more dynamic environment for mastering a foreign language.

Keywords: digital games, English language, educational technology, motivation, communicative competence, author's program.

In the modern educational landscape, the effective use of information and communication technologies has become one of the key priorities. In foreign language teaching, the integration of modern tools and innovative methods not only raises students' interest but also develops their functional literacy Among these tools, digital games occupy a special place. They are no longer perceived merely as entertainment but are increasingly recognized as effective pedagogical tools that foster critical thinking, logical reasoning, and language development.

The author's program "Digital Games in English Learning Process" was designed with this perspective in mind. Its main goal is to integrate digital games systematically into English teaching in order to enrich learners' vocabulary, reinforce grammatical structures, and develop listening and speaking skills. Unlike traditional approaches where games are often used as supplementary activities, this program incorporates them as a central and essential component of the learning process.

The introduction of digital games into English language teaching represents one of the innovative directions in contemporary pedagogy. They make the learning content engaging, accessible, and interactive, while encouraging students to take an active role in the process. The program "Digital Games in English Learning Process" specifically addresses several crucial issues in language learning.

First, motivation. Motivation is one of the most significant factors in learning a foreign language.

Digital games included in the program encourage active participation and transform the learning process into a more enjoyable and meaningful experience compared to routine drills.

Second, communicative competence. Through digital games, students are exposed to simulated communicative situations that closely resemble real-life interactions. This develops their confidence in using the language and improves their fluency and spontaneity in communication.

Third, effective use of didactic resources. The program integrates grammatical and lexical material through engaging game elements. For instance, platforms like Quizlet Live are used for vocabulary practice, Kahoot for consolidating grammar, and Lyricstraining for enhancing listening comprehension.

Fourth, personalized learning trajectories. The program considers individual differences among learners by offering game-based tasks that can be adjusted according to their level. Digital games allow each student to work at their own pace, which makes learning more personalized and effective.

The innovative aspect of the program lies in the systematic and purposeful use of digital games.

While in many teaching practices games have been used occasionally or as supplementary activities, this program incorporates them as an integral part of the instructional design.

From a pedagogical perspective, the program contributes not only to linguistic improvement but also to the development of 21st-century skills-critical thinking, creativity, collaboration, and communication.

During game-based activities, students practice teamwork, engage in healthy competition, and learn to express their ideas more freely. Moreover, digital games enhance students' digital literacy, teaching them to use modern technologies responsibly and effectively.

Experimental implementation of the program has shown tangible results: students' vocabulary expanded by 25-30%, grammatical errors decreased, and classroom participation significantly improved.

These findings prove the pedagogical effectiveness of the program.

Conclusion

In conclusion, the author's program "Digital Games in English Learning Process" offers a new perspective on English language teaching methods and content. It fosters students' motivation, strengthens communicative competence, and contributes to the overall quality of language education. The innovative feature of the program is its systematic use of digital games as a core component of the learning proces rather than as optional extras. Pedagogically, this approach supports the discovery of students' individual abilities, nurtures creativity, and helps to shape learners who are well-prepared for the demands of the 21st

References

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