The effect of interactive games on Iraq EFL learners writing anxiety and their attitudes toward games

Abstract

Abstract

Writing anxiety is a common challenge faced by English as a Foreign Language (EFL) learners, particularly in contexts like Iraq where English is taught as a second language. Integrating interactive games into language learning has gained attention as a potential strategy to address writing anxiety and enhance learner engagement. This study investigates the effect of interactive games on Iraqi EFL learners' writing anxiety levels and their attitudes toward game-based learning approaches.

A mixed-methods research design was employed, combining quantitative and qualitative data collection methods. The participants consisted of EFL learners enrolled in Iraqi educational institutions, ranging from secondary schools to tertiary level. The study utilized pre- and post-intervention surveys, writing samples, and interviews to gather data.

The quantitative analysis involved comparing the learners' self-reported writing anxiety levels before and after the intervention. The findings revealed a significant decrease in writing anxiety among the participants after engaging with game-based writing tasks. The integration of interactive games provided a low-stress and enjoyable environment that encouraged learners to express their ideas and creativity freely. The immediate feedback and rewards in the games contributed to increased confidence and motivation, resulting in reduced anxiety levels.

The qualitative analysis involved examining the learners' attitudes toward interactive games as a language learning tool. Through interviews and open-ended survey responses, participants expressed their perceptions, experiences, and preferences regarding game-based learning. The results indicated a positive shift in attitudes, with learners demonstrating increased interest, motivation, and enjoyment in using games for language learning. They appreciated the interactive and immersive nature of the games, finding them engaging and stimulating. Furthermore, learners acknowledged the benefits of games in developing language skills, fostering collaboration, and providing opportunities for autonomous learning.

These findings contribute to the understanding of the potential benefits of interactive games as an effective pedagogical tool in EFL contexts, particularly for reducing writing anxiety and promoting positive attitudes toward game-based language learning approaches. The implications of this study suggest that educators can consider integrating interactive games into their EFL classrooms to create a supportive and engaging learning environment. Additionally, recommendations for future research include investigating the long-term effects of game-based interventions, exploring the impact of different game design elements on writing anxiety, and examining the influence of individual learner characteristics on game-based language learning outcomes.

In conclusion, interactive games have demonstrated their potential to alleviate writing anxiety and foster positive attitudes toward game-based learning approaches among Iraqi EFL learners. This study sheds light on the effectiveness of integrating games into language learning contexts and encourages further exploration and implementation of game-based strategies to enhance EFL instruction.