A Constructivist Approach to Game-Based Language Learning: Student Perceptions in a Beginner-Level EFL Context

This article provides information on an action research project in a low-level EFL setting in Japan. The project aims were to 1) foster spoken communication skills and 2) help students engage with their own learning. The project investigated the applicability of board games as a mediating tool for authentic communication as part of a wider TBLT approach to language development. Quantitative and qualitative data was collected from 115 first and second year Japanese university students via a questionnaire at the end of a seven-week course using the experimental methodology. Responses to the questionnaire indicated that the framework was perceived to be valuable in both fostering communicative skills and improving student engagement. Methodological improvements were also suggested. Implications applicable to teachers working in similar contexts are discussed, as well as possible improvements for future implementations.