Board Games as Alternative Method of English Language Teaching in Taiwanese Studies

Abstract

Traditional approaches to English language learning, which focused on grammar rules, vocabulary memorization, and rote learning, must be replaced with innovative methods of teaching. This study explored the integration of board games as an alternative English language teaching method. By making use of mixed method research design, the study investigated the use of board games in English teaching. The data comprised 85 academic papers, theses and dissertations retrieved from the National Digital Library of Theses and Dissertation in Taiwan. The selection criteria included publication year, department, research methods, study variables, types of board games utilized, focal points in English instruction, and target subjects. While the quantitative findings focused on statistics in terms of number of research methods, research subjects, research variables, and types of board games utilized, the qualitative analysis dealt with learning trends, learners’ motivation, learning outcomes, and board game content design. The findings revealed that board games not only fostered face-to-face interaction, but also contributed to an enjoyable learning environment. Board games emerged as versatile tools applicable across various subjects. It was also found that the integration of board games enhanced both learning effectiveness and enjoyment; it facilitated aligning board games with specific teaching goals. The study emphasizes the need for tailoring board games to specific teaching objectives, providing practical recommendations for educators and institutions. The integration of board games into English teaching would also boost students’ motivation, strengthen their language acquisition efforts, and contribute valuable insights to the evolving landscape of English language teaching.