Автор: Жиганкова Маргарита Сергеевна
The use of game Technologies in Foreign Language Communicative Competence Development for Basic Stage Students of Secondary School
Abstract
This study investigates the role of game technologies in enhancing foreign language communicative competence among secondary school students during the pedagogical practice of Kazakh Ablai Khan University of International Relations and World Languages students. Using a mixed-methods approach, the study involved 120 students aged 12-14, divided into an experimental group using game technologies and a control group following traditional methods. Data were collected through pre- and post-tests based on the EF SET, questionnaire, classroom observations, and semi-structured interviews. Results showed that the experimental group significantly outperformed the control group in communicative competence. The experimental group also demonstrated higher engagement and motivation. The findings emphasize the potential of augmented reality, role-playing, and digital storytelling as valuable tools for supporting language learning at the basic secondary school level. These results suggest that integrating game technologies into language education can effectively enhance communicative skills, providing a compelling case for their broader adoption in educational settings.
Introduction
Developing communicative competence in foreign language education is essential for equipping students with the skills needed to thrive in a connected, multicultural society. In recent years, substantial attention has been devoted to exploring innovative methods to enhance students’ communicative abilities (Kargash et al., 2022). Among these methods, game technologies have emerged as an effective means of making language learning both engaging and interactive. These technologies offer students opportunities to practice communication in supportive, simulated environments, which helps them effectively apply language skills in real-world contexts (Baigudanova & Uzakbaeva, 2024). The growing use of game-based learning is part of a broader movement towards integrating technology to foster communicative skills and motivate students to take an active role in their learning (Topcu, 2022).
Communicative competence, originally defined by Dell Hymes (1972) and further developed by Canale and Swain (1980), refers to a learner’s ability to use language effectively across different settings. In foreign language education, communicative competence, as described by Canale and Swain (1980), includes linguistic, sociolinguistic, discourse, and strategic sub-competencies that enable a learner to effectively communicate in diverse contexts. Game technologies align well with these components by providing immersive environments that cultivate not only linguistic proficiency but also socio-cultural awareness (Berdiyeva, 2023). These tools promote collaborative learning, allowing students to develop communicative competence by interacting with peers in both structured and spontaneous settings (Kargash et al., 2022).
Despite the growing body of research on communicative language teaching and the integration of technology in education, there is still a gap in understanding how specific features of game technologies, such as adaptive feedback, role-playing scenarios, and collaborative challenges, can be leveraged to develop communicative competence among younger learners in the basic stage of secondary school. Previous studies have predominantly focused on university students or more advanced learners (Kargash et al., 2022). Furthermore, while the competency-based approach is well established in educational literature, the practical application of game technologies to enhance communicative competence in young learners within a structured educational environment remains insufficiently examined (Baigudanova & Uzakbaeva, 2024).
The study aims to investigate the role of game technologies in developing foreign language communicative competence among secondary school students. It evaluates the effectiveness of these technologies in enhancing key communicative sub-competencies: linguistic, sociolinguistic, discourse, and strategic. This research seeks to contribute to understanding how innovative tools, like augmented reality, adaptive learning platforms, and digital storytelling, can improve language teaching outcomes for young learners.
Methods
This research used a mixed-methods approach, incorporating both quantitative and qualitative data to evaluate the effectiveness of game technologies, such as augmented reality, role-playing, and digital storytelling in enhancing foreign language communicative competence among basic stage students during the pedagogical practice of Kazakh Ablai Khan University of International Relations and World Languages students.
The study involved 120 pupils from secondary schools, aged 12 to 14, taught by 4 university students enrolled in the pedagogical practice program at Kazakh Ablai Khan University of International Relations and World Languages. They were divided into two groups: an experimental group of 60 students using game technologies and a control group of 60 students following traditional methods. Participants were selected to ensure diverse representation in terms of language proficiency levels and prior exposure to technology.
Data collection instruments included pre- and post-tests based on the Common European Framework of Reference for Languages to evaluate communicative sub-competencies. A 20-question questionnaire assessed students’ motivation and engagement. Classroom observations and semi-structured interviews provided additional qualitative insights.
The study lasted four weeks. Both groups underwent a pre-test to assess baseline competence in the first week. At the end of the fourth weeks, both groups took a post-test. Classroom observations and semi-structured interviews with students were conducted throughout the study.
Quantitative data from pre- and post-tests were analyzed using paired t-tests to determine statistical significance. Qualitative data from interviews, questionnaire, and observations were analyzed thematically to identify patterns related to motivation, engagement, and perceived benefits.
Results
This section presents findings on the effectiveness of game technologies in enhancing communicative competence among secondary school students during the pedagogical practice of Kazakh Ablai Khan University students. The results highlight how game technologies influence overall communicative abilities and engagement, as experienced through the teaching efforts of university students.
Table 1 presents demographic data for participants in both the experimental and control groups, ensuring comparability.
Table 1 — Distribution of the students according to the prior exposure to technology in control and experimental groups
|
Characteristic |
Experimental Group |
Control Group |
||||||
|
Number of participants |
57 |
68 |
||||||
|
Age (12-14 years) |
12 |
13 |
14 |
12 |
13 |
14 |
||
|
18 |
28 |
11 |
19 |
34 |
15 |
|||
|
Gender |
Male |
Female |
Male |
Female |
||||
|
23 |
34 |
32 |
36 |
|||||
|
Prior Exposure to Technology |
Yes |
No |
Yes |
No |
||||
|
20~ % |
80~ % |
15~ % |
85~% |
|||||
Table 2 shows the EF SET scores of the secondary school participants in both the experimental and control groups before and after the intervention.
Table 2 — Average level of students’ foreign language proficiency in control and experimental groups at the beginning and at the end of the research
|
|
Experimental Pre-Test |
Experimental Post-Test |
Control Pre-Test |
Control Post-Test |
|
EF SET Average Score (max 100) |
40 |
65 |
48 |
51 |
The experimental group demonstrated substantial improvements in EF SET scores, whereas the control group exhibited only minor advancements.
Questionnaire data showed higher engagement levels in the experimental group at the end of the practice period compared to the results at the beginning of the experiment, as illustrated in Figure 1 and Figure 2.
Figure 1 — Results of motivational engagement of experimental group at the beginning of the research
Figure 2 — Results of motivational engagement of experimental group at the end of the research
Teacher observations indicated that students in the experimental group were more active and comfortable using the target language. Increased collaboration and improved discourse competence were also noted.
The results show that game technologies significantly enhance communicative competence, particularly in linguistic, sociolinguistic, discourse, and strategic skills. Students in the experimental group demonstrated higher engagement and motivation, contributing to their overall improvement.
Discussion
This study found that game technologies significantly enhance foreign language communicative competence among secondary school pupils during the pedagogical practice of Kazakh Ablai Khan University students. The experimental group showed notable improvements in EF SET scores compared to the control group. Higher levels of engagement and motivation were also reported, highlighting the value of game technologies in creating interactive learning environments.
This research adds to existing literature on game-based learning by demonstrating its effectiveness for younger learners at the basic secondary school level. Unlike previous studies that focused mainly on older students, this study emphasizes the role of game technologies in motivating and engaging younger learners. The use of augmented reality, role-playing, and digital storytelling supports the development of key communicative sub-competencies, enhancing the quality of language instruction.
A key strength of this study is its mixed-methods approach, integrating quantitative and qualitative data to provide a comprehensive view of the impact of game technologies. Classroom observations and teacher interviews added valuable context to the findings. However, limitations include a small sample size and a short intervention period, which affect generalizability. Reliance on self-reported data may also introduce biases. To address these issues, classroom observations were used to validate questionnaire data, and qualitative findings supported the quantitative results.
The findings align with previous research showing that game technologies can enhance communicative competence (Kargash et al., 2022; Berdiyeva, 2023). This study extends those findings by focusing on secondary school students, demonstrating that younger learners benefit significantly from interactive, game-based approaches. The limited progress in the control group is consistent with studies that highlight the drawbacks of traditional, lecture-based methods.
These findings suggest that integrating game technologies into language education can effectively enhance communicative competence, especially for younger students. The research underscores the need for innovative teaching tools that cater to modern learners’ preferences for interactive methods, with implications for curriculum design and policy decisions in educational technology.
Conclusion
In conclusion, this study demonstrates that game technologies are effective in enhancing foreign language communicative competence among secondary school students. By incorporating augmented reality, role-playing, and digital storytelling, this research shows that younger learners benefit significantly from game-based learning. These findings support the broader adoption of game technologies in education to foster communicative skills in young learners.
References
Asylzhanova, D. E., & Uzakbayeva, S. A. (2023). Formation of foreign language communicative competence of primary school students based on cooperative learning technology. Izvestiya: Series of Pedagogical Sciences, 71(4).
Baigudanova, G. K., & Uzakbayeva, S. A. (2024). Structural components of forming foreign language communicative competence of primary school students through interactive methods in teaching. Izvestiya: Series of Pedagogical Sciences, 74(3).
Berdiyeva, Y. T. (2023). Important strategies of communicative language teaching method to improve student’s speaking ability. Oriental Renaissance: Innovative, Educational, Natural and Social Sciences, 3(22), 174-176.
Hymes, D. H. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 269-293). Penguin Books Ltd.
Iskender, T. O. P. C. U. (2022). Pedagogical conditions for the formation of students’ communicative competence through game situations in English classes (Doctoral dissertation, PhD thesis in Education Sciences). Chisinau.
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