Action research: the impact of guided play on foreign language learning among young learners

Abstract

English language teachers have always recorded that children learn more efficiently when integrated into guided play. As a result, much research was conducted throughout the years to track the effectiveness of guided play, reveal children’s language learning experiences, and the role of scaffolding during the learning process. On the other hand, there is a limited number of studies that reflect on EFL (English as a foreign language) teacher’s perceptions of guided play. Moreover, there is little local data about the influence of guided play in preschool English classes. Hence, this qualitative action research aims to address this gap by examining the impact of guided play in foreign language learning among young learners and disclose the evolution of the EFL teacher’s perceptions of guided play. The results of the research study show that guided play has a significant positive impact on foreign language learning among young learners. Learning becomes meaningful and engaging when implementing guided play. Moreover, scaffolding, and guided play enable the learners to become autonomous and aware of their learning paths. In addition, EFL teacher’s perceptions of guided play drastically changed recognizing its significance in TYL (teaching young learners).