A Play-Based Approach: Using Sorting Games to Improve English Speaking and Listening Skills Among Second Graders

Abstract

Capturing younger learners' attention is not easy, and finding the best ways to motivate and engage them in all class activities is the key to a teacher's success. Given the value of sorting games in creating an engaging environment, it is necessary to increase young learners' English vocabulary and improve their ability to listen and speak fluently. To that end, this study investigated the role of sorting games in improving second-grade students' English speaking and listening skills from the points of view of EFL teachers in Palestinian public schools. To reach this goal, the researchers used a mixed approach to investigate 30 teachers' points of view toward utilizing sorting games to promote English speaking and listening skills among second graders. The questionnaire results show that sorting games improve students' speaking and listening skills, motivate them, and increase their engagement and participation. The results of the open-ended questions emphasize that sorting games can be time-consuming, and English teachers may find it difficult to design or get suitable sorting materials. Considering these results, the researchers recommend primary English teachers adapt sorting games for other English skills and categories (semantic, grammatical, and sound) to meet the diverse needs of students with different learning styles and abilities. Also, the researchers recommend providing teachers with specific training on effectively integrating sorting games into their lesson plans, including strategies for differentiation, classroom management, and addressing potential challenges.