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The effects of presenting written English through games in elementary schools

This study examines the effects of presenting written English through games. The subjects were fifty-six fifth graders at an elementary school in Incheon. The experimental group was shown written English through games while the control group received lessons focusing on spoken language in accordance with the English curriculum. To get the results of the study, written tests, questionnaires, and observation journals were used. The results showed that presenting written English had a positive effect on the experimental group. In terms of affective factors between the two groups, the experimental group had a more positive effect especially in the higher and middle levels. Most students participated actively in the games and the activities strengthened their relationships with the benefits of interest, suspense and cooperative spirit. The study leads to the conclusion that presenting written English through games is effective in the improvement of reading, writing and affective domains. Therefore, more written games and activities should be developed and used effectively to present written English. This would help students to have a positive attitude towards written English.