EXPLORING TEACHERS’ PERCEPTIONS OF GAME-BASED LEARNING IN ENGLISH CLASSROOMS A CASE STUDY AT A PRIVATE ELEMENTARY SCHOOL

Abstract

Game-Based Learning (GBL) has increasingly been used in English language classrooms to promote motivation, participation, and meaningful language practice among young learners. However, the successful implementation of GBL depends not only on students’ responses but also on teachers’ perceptions, readiness, and classroom decision-making. Previous studies have shown that teachers generally perceive games as useful for increasing engagement, motivation, and learning interaction, yet they also report challenges related to classroom management, time allocation, technological access, and instructional alignment. This study aimed to explore teachers’ perceptions of Game-Based Learning in English classrooms at a private elementary school. A qualitative case study design was employed involving eight English teachers and classroom teachers who had experience using games in English lessons. Data were collected through semi-structured interviews, classroom observations, and teaching reflection notes. The data were analyzed using thematic analysis. The findings revealed five major themes: GBL as a motivating instructional strategy, GBL as support for vocabulary and language practice, GBL as a tool for active participation, challenges in classroom implementation, and the need for teacher readiness and pedagogical planning. The study concludes that teachers perceived GBL positively when it was aligned with learning objectives, student characteristics, and classroom routines. However, effective implementation required clear rules, appropriate game selection, time management, and teacher facilitation. The findings suggest that teacher training and practical guidance are necessary to support meaningful integration of Game-Based Learning in elementary English classrooms.