GAME-BASED LEARNING AS A MEANS OF DEVELOPING SPEAKING FLUENCY AND CLASSROOM INTERACTION IN EFL CONTEXTS

Abstract

Game-based learning has increasingly attracted attention as an instructional approach capable of creating interactive and communicative learning environments in English as a Foreign Language (EFL) classrooms. Speaking fluency and classroom interaction remain central yet challenging objectives of language instruction, particularly in contexts where learners have limited opportunities for authentic communication. This study investigates the effectiveness of game-based learning in developing speaking fluency and enhancing classroom interaction among EFL learners. A mixed-method research design was employed, combining experimental instruction, fluency-based speaking assessments, interaction analysis, questionnaires, and classroom observation. The findings indicate that learners exposed to game-based learning demonstrate improved speech fluency, increased participation in oral interaction, and greater confidence in spontaneous communication. The scientific novelty of the study lies in its integrated examination of fluency development and interactional behaviour within a structured academic context. The results contribute to applied linguistics by providing empirical evidence supporting game-based learning as an effective pedagogical approach for developing spoken language competence in EFL classrooms.