The Effect of Language Games on Students' Proficiency in Spoken English: A Focus on Junior Secondary Schools in Ikere Local Government Area of Ekiti State

Abstract

The study examined the effect of language games on students' spoken English proficiency, focusing on junior secondary schools in Ikere Local Government Area of Ekiti State. The report provides a systematic review of published relevant studies on the use of language games in improving students' spoken English competency from 2010 to 2019. The primary goal of this systematic review is to provide researchers and reading educationists with a synthesis of the evidence from previous studies on the impact of language games on students' spoken English proficiency. This will allow for more development and implementation research to be conducted in this area. This study aims to address two questions: how effective are language games in enhancing students' speaking abilities, and what are students' experiences like while playing the game? The findings of this investigation shed light on the value and positive effect that language games have on improving students' speaking abilities. The study recommends, amongst others, that there is a need for the government and all other relevant agencies to incorporate language games into the language class. Keywords: Language Games, Speaking Skills, Junior Secondary School, Learner's Experience, Systematic Review, Ekiti State