MST-Department of Literature

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Browsing MST-Department of Literature by Author "Akinyi, Juliet"

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    Language -Based Games Application in English Grammar Teaching in Upper Primary: A Case of Kilifi county, Kenya
    (Kenyatta University, 2024-11) Akinyi, Juliet
    This research aimed at determining the pedagogical value of language games as an activity in teaching English grammar to upper primary pupils in Kilifi County. The research sought to: firstly, establish the activities that teachers use to teach grammar; secondly, determine the effect of language games as an activity in teaching grammar on the learner’s performance; thirdly, explore the perceptions of teachers' and learners’ towards language games as an activity to enhance the learning of grammar. Simple random method and Purposive were used to select the four schools as well as instructors used in the study. The study adopted an experimental research design. An observation schedule with a checklist for examining English teachers’ guides and the language activitics therein, focus group discussions with pupils and a questionnaire administered to teachers provided data which was analyzed qualitatively. Data was also obtained through the pre- and post-tests administered to pupils. Tests on the simple past and simple present tense were administered to them. Data from tests was analysed quantitatively through the Python programme. The programme generated a t-value using the t-test formula. The study was informed by the Communicative Approach to Language Teaching and Vygotsky's Socio-Cultural Theory. Both theories advocate interaction in the course of learning. The following were the main findings of the study: Teachers teaching English grammar used several activities. Discussions and question and answer were the most used activities in teaching grammar, role plays, stories and language games were rarely given attention-with language games coming last. This study also found out that teachers and learners regarded games highly. They found them effective in teaching as they increased Icarner participation in the lesson, facilitated recall, provided immediate feedback to both the teacher and learner, fostered teamwork and collaboration among learners and brought fun in the lesson. From the findings, there was a significant difference between groups that used games and the control group. The experimental group did better than the control group. The study made a few rccommendations in regard to the findings and conclusions: teachers need to employ several language activities key among them games in their teaching in order to enhance learners’ linguistic and communicative competence in grammar, The study also recommended that the Kenya Institute of Curriculum Development incorporates language games in the language curriculum.