The Impact of Game-Based Learning on Listening and Speaking Anxiety in Young EFL Learners

Abstract

This study explores the impact of Game-Based Learning (GBL) on young learners’ listening and speaking anxiety in English lessons. The study was carried out in a private primary school in Istanbul with forty-six third-grade students using a mixed-method, quasi experimental design. The control group got non-game-based instruction, whereas the experimental group participated in a five-week intervention that incorporated game-based activities into regular classes. Data were collected using pre- and post-tests for listening and speaking anxiety, as well as focus group interviews and teacher diaries. The quantitative analyses reported no statistically significant differences in anxiety levels across the groups. However, the qualitative data revealed that the experimental group was more engaged, confident, and willing to participate in classroom speaking and listening tasks. These findings revealed that game-based learning can promote active participation and emotional readiness in young learners, even without noticeable anxiety reductions.