The Significance of Language Games in the Process of Teaching EFL to Military Students in Georgia

Abstract

With the growing popularity of language games and their successful application in educational contexts, this article aims to investigate whether they can be effective teaching tools in military classes in Georgia. It discusses the notion of game-based language learning from a teaching perspective. The study investigates military students' motivation and involvement in English language classes as well as the possible advantages of language games. The emphasis is on games' role in student engagement and language gaming content interaction. The goal is to identify the role of games and their significance in the process of teaching EFL to military students in Georgia. The study was conducted as a descriptive questionnaire survey to define military students' awareness of the mentioned teaching method and their opinions concerning the games in the English language classes. The questionnaire was filled out by 46 randomly selected military students of the language training school to assess the students’ attitude toward the language games. Based on the findings of the study, it can be concluded that games are to this or that degree implemented in the teaching of English as a foreign language (EFL), students on average dedicate about two hours a week to using games for language learning, and the games are positively assessed by military students. They believe that English teachers should actively include games in military English teaching practices. The article also provides recommendations for successful game-based instruction of military students.