The Effects of Language Play Enhanced Activities (LPEA) in Novice EFL Classroom

The Effects of Language Play Enhanced Activities (LPEA) in Novice EFL Classroom

This study exaims the language play of twelve elementary school students in conditions similar to those of L1 acquisition to examine the effects of language play on English learning of novice young learners with use of special activities called language play enhanced activities (LPEAs) in the EFL classroom and the achievement of phonemic awareness as a goal of learning. This study observes the types of their language play while taking the class without LPEAs. Based on those types, this study examines the differences of its use while involving LPEAs in the class. This study found that LPEAs did not affect the participants’ language play quantitatively, but did affect the improvement of their phonemic awareness. It means that language play has potential possibility to be a goal of teaching and learning in EFL classroom as well as stimulating young learners’ thinking skill to learn how to experience and master new language. As such, instructors may wish to cultivate the use of the language play as part of the learning process in the EFL classroom. (173 words)