Game-Based Learning for Improving English Language Skills of Grade 2 Elementary School Students

Abstract

Abstract. This study investigates the effectiveness of game-based learning in improving English language skills among Grade 2 elementary school students aged 7–8 years. The research was conducted over a three-month classroom observation involving 29 students and employed a descriptive classroom-based study design. The learning intervention integrated digital and non-digital English games, focusing on vocabulary acquisition, pronunciation accuracy, and basic listening comprehension. Data collection involved multiple instruments, including pre- and post-learning assessments, systematic classroom observations, teacher reflective journals, and simple performance-based tasks. The findings demonstrate a notable improvement in students’ vocabulary mastery, pronunciation confidence, and listening responsiveness after the implementation of game-based learning activities. In addition, students showed higher motivation, sustained attention, and increased participation during English lessons. This study highlights the pedagogical value of game-based learning for young learners and supports its integration into early English instruction as part of inclusive and quality education. The study contributes to Sustainable Development Goal 4 by promoting effective, engaging, and child-centered learning practices in elementary education.