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It has been said that games in the EFL/ESL classroom have a place as icebreakers, to put students at ease but, after that, they should not be used. However, games have proven themselves as more than just icebreakers. They are real learning tools and deserve to be an integral part of an ESL/EFL syllabus. Unfortunately, educators often have a negative view of using games in the classroom. Some complain that games are a waste of time, that no learning takes place, that it is not possible to use them because of time, curriculum and space constraints, that they need too much preparation time, or that they sometimes simply do not work because of different learning styles and preferences. This paper argues that when we understand the nature of games and use them properly, these objections become invalid. (137) |
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