Studies in Linguistics and Language Education
Volume 1, Numéro 1, Pages 67-80
2025-06-30
Integrating Game-based Phonetics Instruction In A Brain-compatible Classroom
Authors : Chelghoum Ahlem .
Abstract
Phonetics is often considered as a complicated subject for many EFL learners. Despite its crucial importance in learning English, particularly pronunciation and speaking, many students usually neglect it believing it is hard and unengaging. As an attempt to make phonetics more stimulating, this study integrates a brain-compatible classroom model enriched with many learning games. In other terms, it tries to boost the students’ performance in phonetics with regard to their brain dominance differences: left-brained, right-brained, or bilateral. To reach this end, an experiment is tailored to investigate the students’ performance within these conditions after identifying their brain dominance profiles of the participants through three brain tests. The participants were then subdivided into control and experimental group in which the first received traditional instruction, without the incorporation of any games, whereas the second was taught using games adequate for brain differences such as puzzles, crosswords, board race, articulation chains, etc. Pre and post-tests were deployed to examine the participants’ performance in phonetics. The major findings reveal that the incorporation of games in a brain-based classroom considerably enhances students’ engagement and learning outputs. This confirms that game-based phonetics instruction aligning with learners’ cognitive preferences is effective and fruitful.
Keywords
Phonetics, Games, Brain-Compatible Classroom, EFL Learners, Brain Dominance
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