GAME-BASED LEARNING AND ITS EFFECT ON LISTENING COMPREHENSION AND LEARNER ENGAGEMENT IN EFL CLASSROOMS

Abstract

Listening comprehension remains one of the most challenging skills in English as a Foreign Language (EFL) learning, particularly in contexts where learners have limited exposure to authentic spoken input. Traditional listening instruction often relies on repetitive exercises that may fail to sustain learner attention and engagement. In recent years, game-based learning has emerged as an instructional approach capable of creating interactive and motivating learning environments. This study investigates the effect of game-based learning on listening comprehension and learner engagement in EFL classrooms. A mixed-method research design was employed, combining experimental instruction, listening comprehension tests, learner questionnaires, and classroom observation. The findings indicate that learners exposed to game-based listening activities demonstrate improved comprehension, higher levels of attention, and increased engagement during listening tasks. The scientific novelty of the study lies in its integrated analysis of cognitive listening outcomes and behavioural engagement within a formal higher education context. The results contribute to applied linguistics by providing empirical evidence supporting game-based learning as an effective approach to listening instruction in EFL classrooms.