Using Multiple Language Games to Improve English Language Fluency: An Action Research of “Form One General Arts” Students at Sunyani Senior High School, Ghana

Benjamin Nketiah


In Ghana, competence in English language, particularly speaking and listening skills, has become increasingly important for students’ employment prospects. Yet, assessment techniques particularly emphasise reading and writing  skills. This study therefore utilises action research methods to examine and improve the English fluency speaking skills of High School Students in Ghana. Specifically, the research adopts multiple language games, touted to increase fluency in language learning. Focusing on “Form One General Arts” students at Sunyani Senior High School, the research utilised language games as classroom interventions, together with classroom observations and interviews. Twenty students were randomly sampled for analysis, together with four selected English teachers. Findings at the pre-intervention stage show that most students had pronunciation and oral fluency difficulties which stemmed from disinterest in class and unwillingness of teachers to use other innovative teaching approaches. The intervention stage entailed four language games to improve students' oral fluency and pronunciation. The post-intervention analysis showed that students’ concord errors reduced by 71%, their pronunciation errors reduced by 20% and speaking fluency rates increased by 40%. In effect, the research contributes to the usefulness of combining multiple language games in education action research, in contrast to existing research that highlights individual language games.

Keywords: Education, Language, Games, ESL

DOI: 10.7176/JEP/15-1-02

Publication date: January 31st 2024

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