Using werewolf game in speaking lessons among primary ESL learners: a case study

Abstract

The integration of games in language learning has become popular among English language teachers. However, they need more recommendations on suitable and effective speaking games for them to adapt. Hence, this case study aimed to explore the learning experiences in participating Werewolf game in speaking lessons through the lens of a group of primary ESL learners. In general, the Werewolf game is a social deduction game that is fun and communicative. The population of the study was the primary ESL learners in the Southern Peninsula of Malaysia. 8 learners (n=8) were selected to be the research participants. Moreover, two qualitative instruments, namely (1) semi-structured interview protocol and (2) observation protocol were used for data collection. Then, a thematic analysis was employed to analyse and discuss the result of the study. The findings revealed the usefulness and the suitability of the game rules of procedures. Nonetheless, the obstacles faced among the learners were uncovered. Correspondingly, the suggested ways to overcome the challenges encountered were highlighted. Implications of the study demonstrated the positive feedbacks and precautions that should be taken by language teachers in adapting the game in their pedagogical practice. Future research may employ mixed-method research and increase the number of research participants to improve the generalisability of the study.