Enhancing grammar practice in 1st year of Baccalaureate students through the implementation of board games in a public school in Ecuador.

Abstract

English grammar language teaching in Ecuador has traditionally been based on teacher-centered approaches emphasizing memorization and minimal student participation. Thus, many students sometimes perceive grammar practice as complex and tedious. Therefore, this action research study aims to enhance grammar practice through board games in the first year of baccalaureate. The study participants were 33 students between 14 to 16 years old from a public school in Ecuador. The data were gathered from a qualitative analysis of the information collected through participant observation and evaluation of skills. In order to do this, an initial and a final test, was also used to analyze board games' use to enhance grammatical practice. On the other hand, observation sheets were used to document the benefits of board games in the students' grammar practice. The results showed that the board games effectively enhanced the grammar of first-year high school students. The data revealed a marked improvement in grammatical competence, with an increased mastery of verb tenses and active participation in the game. It is also shown that its primary benefits highlight its positive role in improving fellowship and mutual support in the classroom.