Teaching English Grammars Through Games in an EFL Grammar Class


  • Ngoc Nguyen Hong Faculty of Foreign Languages, Dong Nai Technology University, Dong Nai, Vietnam


English grammar, grammar games, teaching and learning grammar, physical games, communicative games


One of the most disturbing realities is that the majority of graduates in Vietnam are still unable to use English fluently. Facing this situation, universities have been trying to promote innovation in English teaching and learning. Therefore, after graduation, students can meet the strict requirements of employers and can easily find the jobs they want. Although there have been many innovations in English teaching methods mainly made with respect to the teaching of four skills: listening, speaking, reading and writing; grammar teaching has not yet received the attention it deserves. When learners master the knowledge of English grammar, they will be more confident in communication, which helps to improve their English competency. In addition, mastering grammar knowledge will also help students better improve their listening, speaking, reading and writing skills. Therefore, teaching grammar is very necessary and must always be focused in English classes in Vietnam. However, teaching and learning grammar has long been considered "uninteresting". Many studies have shown that the success or failure in learning and using grammar of learners is mainly determined by the teaching methods and tricks of the teacher. The tricks of teaching grammar that are engaging, interesting, motivating, and student-centered will bring practical effects. This paper presents the effectiveness of using games in teaching English grammar to major students at Dong Nai Technology University, Vietnam based on experimental results with a group of students majoring in English linguistics. Research results are the basis to confirm the effectiveness of using games in teaching English grammar.


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How to Cite

N. N. Hong, “Teaching English Grammars Through Games in an EFL Grammar Class”, IJRESM, vol. 4, no. 6, pp. 8–10, Jun. 2021.