RECONCEPTUALIZING EFL SPEAKING SKILLS THROUGH GAME-BASED PRACTICES IN ALGERIAN HIGHER EDUCATION
RECONCEPTUALIZING EFL SPEAKING SKILLS THROUGH GAME-BASED PRACTICES IN ALGERIAN HIGHER EDUCATION

Summary/Abstract: As technology continues to evolve rapidly, many educational platforms have emerged online, offering open access to their users. Blended learning has become the primary instructional model, increasing online course delivery while reconsidering conventional teaching approaches. Nevertheless, students have reported difficulties in balancing the dual demands of online and in-person teaching/learning, despite acknowledging the flexibility offered by both modes. To address these challenges, incorporating gamification strategies through in-class game-based activities can enhance students’ participation, motivation, and language retention, particularly in the EFL context. By incorporating game-like tasks, university lecturers can make foreign language learning more engaging and student-centered. These engaging techniques were implemented to support 250 third-year students at Ibn Khaldoun University in Algeria to improve their speaking skills within an in-person EFL classroom context. Data were collected through a structured survey alongside task performance records and classroom observation in both semesters. These activities, such as interactive scenarios, impromptu speech, riddles, “what am I?”, and analogy games, helped to increase active participation, reduce speaking anxiety, and made the learning process more enjoyable. While students appreciated the flexibility of gamified speaking activities, they initially faced difficulties with communication and in-person participation. Therefore, enhancing student and teacher competencies in gamified instructional design can further improve engagement and speaking proficiency in Algerian EFL classrooms.

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