Pre-service Teachers Perspectives on Game-Based Activities for Enhancing EFL Learning

Abstract

The present research aims to explore the impact of game-based activities on pre-service EFL teachers’ perspectives during their English language learning journey. It employed a qualitative approach to research and was based on the case of seven pre-service EFL teachers who attained an interest in learning English and reached an upper-intermediate language level before finishing their university studies. Semi-structured interviews were used to collect the data from the participants. Subsequently, the method used to analyze the data was Grounded Theory to interpret, compare, and report the findings. Results revealed that the implementation of game-based activities could help pre-service EFL teachers to improve their language skills as it could allow them to develop more interactions with others.