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Abstract
Games are an increasingly popular tool in language classrooms for promoting engagement, lowering affective filters, and providing repeated, meaningful practice of grammar. This article reviews theoretical and empirical justifications for using games in English-grammar instruction, categorizes effective game types, offers practical guidelines for classroom implementation, presents reproducible activity examples and a sample lesson plan, and discusses assessment and limitations. Recommendations emphasize principled integration of games into communicative, task-based lessons to ensure grammatical accuracy is practiced within meaningful contexts rather than in isolation (Ellis, 2003; Ur, 1996).
References
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