Primary School Teachers' Perceptions and Practices of Game-Based Learning: A Case Study of English Teaching in Maarif, Algeria

El-Rabie BAALI; Sami KHELLAF

Primary School Teachers' Perceptions and Practices of Game-Based Learning: A Case Study of English Teaching in Maarif, Algeria

dc.contributor.author	El-Rabie BAALI
dc.contributor.author	Sami KHELLAF
dc.date.accessioned	2025-07-15T09:45:17Z
dc.date.available	2025-07-15T09:45:17Z
dc.date.issued	2025-07-15
dc.description.abstract	Abstract Game-base learning is a teaching strategy that utilizes the power of games to define and reinforce learning objectives. The research aims to explore teachers’ perceptions about game-based learning on teaching and learning as well as its practice and implementation in Maarif’s Primary schools in Algeria. The present study has adopted a descriptive research approach. Researchers used questionnaire data collection tool. The sample was composed of six (6) primary school EFL teachers, the sample was conveniently selected. Therefore, the study revealed that teachers believe Game-Based Learning improves student engagement and motivation, making learning enjoyable and reducing anxiety. Teachers also presume that competitive games are effective for oral practice and vocabulary acquisition. Educators may encounter several challenges including lack of formal training, logistical difficulties, and inconsistent assessment practices.d
dc.identifier.uri	https://repository.univ-msila.dz/handle/123456789/47203
dc.language.iso	en
dc.publisher	UNIVERSITY OF MOHAMED BOUDIAF- M’SILA
dc.relation.ispartofseries	AN/31/2025
dc.subject	Keywords: game-based learning
dc.subject	language teaching and learning
dc.subject	primary school pupils
dc.subject	games
dc.title	Primary School Teachers' Perceptions and Practices of Game-Based Learning: A Case Study of English Teaching in Maarif, Algeria
dc.type	Thesis