Reducing english language learners' speaking anxiety with collaborative games

Abstract

The main purpose of this project is to examine how the implementation of collaborative games influences English language learners’ proficiency. Collaborative games were developed, understood as games where there are neither winners nor losers, therefore, this setting would remove the frustration of losing. These types of games were implemented as a teaching strategy in a group of five students from six to twelve years old. They participated throughout the development of didactic sequences that involve collaborative games. This lead students to a supporting and anxiety-free environment and increased their social bounds. The students attended to an evening tutoring program at a non- formal institute to reinforce English and other subjects. This institute is focused on supplementing students’ academic activities. Teachers’ journals and informal talks were the motivation to carry out this project. The problem identified was that the students seem insecure to speak, giving the impression that when they were involved in games their anxiety was reduced and they were more fluent. To develop this project, a qualitative action plan demonstrated the effectiveness of collaborative games in the second language teaching.