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PRACTICAL APPLICATION OF INTERACTIVE GAMES IN DEVELOPING
ENGLISH SPEAKING SKILLS IN PRIMARY GRADES
Kamoldinova Madinaxon
Teacher of English Language and Literature
+998979530522
Annotation:
This article highlights the importance of using interactive games in developing
English speaking skills in primary school students. The types of interactive games, the
methodology of their use, and the role of the teacher are analyzed in detail. Also, the
effectiveness of interactive methods is proven based on practical experience and observations.
The results of the study show that game technologies increase students' speech activity, enhance
motivation, and help form speaking skills in real communicative situations.
Keywords:
primary education, English, speaking skills, interactive games, communicative
method, motivation, speech activity.
In today's era of globalization, knowledge of foreign languages is gaining importance in a
person's professional and social life. The Uzbek education system has also widely introduced the
teaching of foreign languages, in particular English, starting from primary grades. In this process,
the formation of basic communicative skills, including speaking skills, in students is a primary
task [1].
The development of speaking skills requires the use of modern interactive methods along with
traditional methods. One of the most effective of them is interactive games. They actively
involve students in the lesson process, encourage communication, and allow them to freely
express their opinions [2].
This thesis discusses the types of interactive games, the methodology for their use, the role of the
teacher, and the results obtained on the basis of practical experience.
The issue of forming English speaking skills in primary grades has been widely studied by
foreign and domestic researchers. For example, Cameron (2001) analyzes the psychological and
pedagogical features of learning a foreign language in young students and discusses the key role
of speaking skills in language teaching. Wright, Betteridge, and Buckby (2006) scientifically
substantiate the effectiveness of games in increasing motivation and creating communicative
situations in the language learning process. Harmer (2015) also emphasizes that games can
ensure active participation in students and strengthen speaking skills.
Local studies also pay great attention to the effectiveness of interactive methods. In particular,
Karimova (2021) scientifically and practically substantiated that the use of interactive games in
teaching English in primary grades increases students' speech activity and reduces psychological
barriers.
In general, although the issue of developing speaking skills has been sufficiently studied, the
integration of interactive games with modern educational technologies and their use in
accordance with the age characteristics of primary school students remains relevant today.
1. Types of interactive games used in primary school
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The psychological characteristics of primary school students indicate their predisposition to
game activities. Therefore, the use of various interactive games in English lessons is very
effective in developing speaking skills [3]. The most commonly used games are:
1. Role-play - students practice real conversations by recreating real-life situations such as “At
the Shop”, “Doctor and Patient”.2. Question games – Through games such as “Guess who?”,
“Find someone who…”, students develop the skills of formulating questions and answering them.
3. Action-based games – Games such as “Simon says”, “Stand up if…” strengthen students’
vocabulary and encourage them to engage in active speech.
4. Picture-based games – Through “Describe and guess”, “Memory game”, students practice
describing, comparing and discussing objects.
5. Information-gap games – Tasks such as “Missing information” encourage students to ask each
other for information and thus communicate.
2. Methodology of using interactive games
When using games, the teacher should adhere to the following methodological principles:
• The rules of the game should be simple and understandable.
• Each student must be actively involved.
• Situations that encourage speaking should be created.
• Words and phrases that are relevant to the main goal of the lesson should be included in the
game.
• The teacher acts as an observer and guide during the game [4].
• The results of the game are evaluated and students are encouraged.
Methodically properly organized games not only strengthen speaking skills, but also increase
positive motivation in students.
3. The role of the teacher
During the game, the teacher acts not only as a teacher, but also as an organizer, guide and
motivator. The teacher:
• creates game situations;
• directs students to the right communication;
• encourages active participation;
• gently corrects mistakes without abruptly stopping them [5].
4. Practical experiments and observations
According to observations conducted at secondary school No. 1 in Tashkent, it was found that in
lessons where interactive games were regularly used, students' speech activity was 35% higher
than in traditional lessons [6].
For example, in the game “Guess who?”, students try to guess the character by asking each other
questions. This process encourages them to think quickly, build grammatically correct sentences,
and speak actively.
Also, by playing the role of a buyer and seller in the role-playing game “At the Shop”, students
not only learn to use new words, but also acquire real-life communication skills.
5. Conclusions and recommendations
Interactive games are an effective means of developing speech skills in primary school students.
Through them:
• students' speech activity increases;
• psychological barriers decrease;
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• motivation and interest increase;
• speaking experience is formed in real communicative situations.
Recommendations:
1. English teachers should use at least one interactive game focused on speaking in each lesson.
2. Games should be selected in accordance with the topic of the lesson.
3. Active participation of all students should be ensured during the game.
4. It is useful to include the results of the game in the assessment system.
References:
1. Resolution of the President of the Republic of Uzbekistan No. PQ-1875 dated December 10,
2012.
2. Cameron, L. Teaching Languages to Young Learners. Cambridge: CUP, 2001.
3. Wright, A., Betteridge, D., & Buckby, M. Games for Language Learning. Cambridge: CUP,
2006.
4. Harmer, J. How to Teach English. Pearson Education, 2015.
5. Littlewood, W. Communicative Language Teaching. Cambridge: CUP, 1981.
6. Karimova, D. "Interactive methods in teaching English in primary schools." Uzbek Journal of
Pedagogical Research, 2021.
