Using communicative games to improve speaking in English as a second language


  • Isamar Gissela Obando-Mejía Docente Unidad Educativa Eidan Abel Enrique Cercado, Chone, Manabí, Ecuador
  • Roxana Margarita Reyes-Avila Geohope Consultancy and services/ Gerente y representante, Quito, Ecuador
  • Fernanda Carolina Bailón-Intriago Docente Unidad educativa Jama, Manabí, Ecuador
  • Jesús Orley Reyes-Avila Universidad Laica Eloy Alfaro de Manabí, extension Chone, Ecuador


communicative games, second language, speaking components, speaking English, speaking skill


This study aimed to examine whether the use of communicative games can improve the students’ speaking ability in the learning process and how it influences them. In doing so, the participants were fifty-eight students (23 females and 35 males) between 16 and 18 years of twelfth grade at a public rural school in Manabí. They had an English beginner's level. Then they were divided into two equal experimental and control groups. This study used a descriptive quantitative method whereas pre-test and post-test were administrated to collect data. The experimental group was taught speaking using two communicative games “guess who” and “gossip”, whereas the control group used conventional classes. Analyzing the data through the independent sample revealed the effectiveness of games application, the experimental group outperformed the control group in the four speaking components. Furthermore, students had a positive attitude toward utilization of communicative games.


Download data is not yet available.


Andyani, H. (2012). Using fun activities to improve listening skill. Journal on English as Foreign Language, 29-34.

Ashok, M. L., Revathi, P. S. & Saminathan, P. B. (2013). Effectiveness of language games in learning English grammar. Shanlax International Journal of Education 1(3), 16-23.

Ashraf, H., Motlagh, F. G., & Salami, M. (2014). The impact of online games on learning English vocabulary by Iranian (low-intermediate) EFL learners. Procedia-Social and Behavioral Sciences, 98, 286-291.

Boonkit, K. (2010). Enhancing the development of speaking skills for non-native speakers of English. Procedia-social and behavioral sciences, 2(2), 1305-1309.

Boyle, S. (2011). Teaching Toolkit. An Introduction to Games based learning.

Brown, H. D., & Abeywickrama, P. (2004). Language assessment. Principles and Classroom Practices. White Plains, NY: Pearson Education.

Brown, S. (2008). TED Ideas worth spreading.

Burns, A., & Joyce, H. (1997). Focus on Speaking. Sydney: National center for English Language Teaching and Research.

Chien, S. Y., Hwang, G. J., & Jong, M. S. Y. (2020). Effects of peer assessment within the context of spherical video-based virtual reality on EFL students’ English-Speaking performance and learning perceptions. Computers & Education, 146, 103751.

Cornbleet, S., & Carter, R. (2001). The Language of Speech and Writing. London: Routledge.

Cornillie, F., Clarebout, G., & Desmet, P. (2012). The role of feedback in foreign language learning through digital role playing games. Procedia-Social and Behavioral Sciences, 34, 49-53.

Dewi, R. S., Kultsum, U., & Armadi, A. (2017). Using Communicative Games in Improving Students' Speaking Skills. English language teaching, 10(1), 63-71.

Fraser, H., & Perth, H. F. (1999). ESL pronunciation teaching: Could it be more effective. Australian language matters, 7(4), 7-8.

Gilbert, J. B. (2008). Teaching pronunciation: using the Prosody Pyramid. Cambridge: Cambridge University Press.

Greenbaum, S., & Nelson, G. (2002). An Introduction to English Grammar. London: Pearson Education Limited.

Harmer, J. (2001). The Practice of English Language Teaching. London: Longman.

Hornby, A. S. (1974). Oxford advanced learner’s dictionary of current. English, (200), 1537p.

Houghton, C., Casey, D., Shaw, D., & Murphy, K. (2013). Rigour in qualitative case-study research. Nurse researcher, 20(4).

Huy, N. T. (2016). The positive impacts of using games in teaching TOEIC reading skill for non- major English. Asian Journal of Educational Research.

Ibrahim, A. (2017). Advantages of using language games in teaching English as a foreign language in Sudan basic schools. American Scientific Reseach Journal for Engineering, Technology, and Sciences, 140-150.

Jamatlou, F. (2011). Revisiting the Temporal Measures of L2 Oral Fluency: A Case of Iranian EFL Learners. Gronigen, Netherlands: University of Gronigen.

Jeanjean, T., Lesage, C., & Stolowy, H. (2010). Why do you speak English (in your annual report)?. The International Journal of Accounting, 45(2), 200-223.

Johnson, J. S., & Newport, E. L. (1989). Critical period effects in second language learning: The influence of maturational state on the acquisition of English as a second language. Cognitive psychology, 21(1), 60-99.

Johnson, K. E. (1994). The emerging beliefs and instructional practices of preservice English as a second language teachers. Teaching and teacher education, 10(4), 439-452.

Kline, J. (2001). Speaking Effectively: A Guide for Air Force Speakers. Alabama: Air University Press.

Krashen, S. D. (1981). Second language acquisition and second language learning (Vol. 2). Oxford: Pergamon Press.

Larsen, F. D. (2000). Techniques and Principles in Language Teaching. New York: Oxford University Press.

Luoma, S. (2004). Assessing Speaking. Cambridge: Cambridge University Press.

Michel, H. (2016). Characterizing serious games implementation's strategies: Is higher education the new playground of serious games? Institute of Electrical and Electronics Engineers (IEEE).

Morris, L., & Cobb, T. (2004). Vocabulary profiles as predictors of the academic performance of Teaching English as a Second Language trainees. System, 32(1), 75-87.

Mukammal, M., Priyono, P., & Amrullah, A. (2018). Students English speaking ability. International Research Journal of Engineering, IT and Scientific Research, 4(2), 1-13.

Phillips, S. (1997). Young Learners. Oxford: Oxford University Press.

Purpura, J. E. (2004). Assesing Grammar. United Kingdom: Cambridge University Press .

Reves, T., & Medgyes, P. (1994). The non-native English speaking EFL/ESL teacher's self-image: An international survey. System, 22(3), 353-367.

Richards, J. C. (2009). Teaching Listening and Speaking: From theory to Practice (RELC Portfolio Series). Singapore: Regional Language Center.

Sermsook, K., Liamnimitr, J., & Chantarangkul, V. (2020). Promoting Thai EFL Learners' Ability to Self-Correct Errors in Written English Sentences through Games. English Language Teaching, 13(6), 118-126.

Spahiu, I., & Kryeziu, N. (2021). Grammatical mistakes of Albanian students in learning English as a foreign language. Linguistics and Culture Review, 5(S3), 814-822.

Tavil, Z. M. (2010). Integrating listening and speaking skills to facilitate English language learners’ communicative competence. Procedia-Social and Behavioral Sciences, 9, 765-770.

Turk, C. (2003). Effective Speaking: Communicating in Speech. London: E. & F.N. Spon. Wulandari, E. (2016). Promoting fun learning in writing through games. Journal of English Education.

Wulandari, S., Sada, C., & Arifin, Z. (2016). The effectiveness of DST to develop speaking ability for English club students. Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK), 5(3).

Yoon, K. E. (2004). CLT theories and practices in EFL curricula: A case study of Korea. Asian EFL Journal, 1-16.

Yunus, N. (2014). The use of indirect strategies in speaking: Scanning the MDAB student. Procedia-Social and Behavioral Sciences.



How to Cite

Obando-Mejía, I. G., Reyes-Avila, R. M., Bailón-Intriago, F. C., & Reyes-Avila, J. O. (2023). Using communicative games to improve speaking in English as a second language. International Journal of Linguistics, Literature and Culture, 9(4), 170–181.



Research Articles