The use of games to develop speaking abilities in middle school students.

Abstract

This study reflects on the effectiveness of using games in English language learning to promote speaking confidence and oral participation among A1-level third-grade middle school students. The research was conducted at Escuela Secundaria Técnica No. 36 with a sample group of 21 students over a three-week period, following a qualitative action research methodology. The intervention consisted of implementing game-based activities related to emotions, community problems, and healthy lifestyle habits while integrating English grammar structures and vocabulary. Classroom observations, checklists, rubrics, field notes, and a student survey were used to collect data and information. The results showed a moderate improvement in students’ confidence and oral participation in English. Collaborative and competitive activities, especially games such as Connect Four, Snakes and Ladders, and Hot Potato, encouraged greater participation and partially reduced speaking anxiety. In contrast, mimicry-based activities and those involving long waiting times generated lower participation and highlighted the influence of factors such as embarrassment, adolescence, and classroom dynamics. The study concludes that games represent a situational pedagogical tool whose effectiveness depends on the context, students’ characteristics, learning objectives, and instructional design. Rather than replacing traditional teaching, games should be considered a complementary resource that promotes participation, motivation, and the gradual development of confidence in using the English language.