A Qualitative Exploration of Game-Based Activities in Picture Book Reading: Voices and Practices from Bilingual Kindergartens in China

Abstract

This qualitative study delves into the integration of game-based activities within picture book reading sessions in bilingual kindergartens across China. Employing a dual-method approach, data was gathered through semi-structured interviews with six kindergarten teachers and classroom observations by two academic experts. The combined approach ensured a comprehensive understanding of this educational fusion's pedagogical strategies, tangible outcomes, and associated challenges. The findings highlight educators' ability to align game mechanics with book themes cohesively, consequently amplifying student engagement and comprehension. Challenges surfaced, particularly in aligning games with narrative nuances and managing student competitiveness. Despite the contemporary shift towards technology in Early Foreign Language (EFL) education, the study accentuates the sustained importance of traditional picture book readings, especially when intertwined with interactive games. This investigation offers a refined lens on EFL pedagogy, underscoring the harmonious integration of modern game-based techniques with core reading practices in bilingual kindergarten settings.