A qualitative review of the characteristics of game-based language learning for children

Playing games is the main activity for children, and playing greatly affects their lives and development. To express their talents as well as creativity is the most suitable way for one to nurture them. Wide-ranging research has given focus to the value and benefits of playing in childhood, most notably in education. The ease and impact of learning languages at young ages has been a focus of that research. Therefore, this article was conducted with the aim being that of a qualitative review. It focuses upon a play-based language learning curriculum's characteristics for children. The present study reviews literature by way of a library method focused on qualitative analysis, so we obtained the necessary content for its writing at the time we examined reputable research published in Google Scholar, Science Direct, PubMed, Wiley, and ISC. On account of the volume of material and the aim of the study, a total of ۲۶۰ relevant documented contents, including articles, books, and web pages related to the topic, were selected and reviewed. Seventy articles from these were selected and used in the writing of this article, based on criteria like content quality, relevance to the research topic, and scientific credibility. The results of the article suggested that a play-based language learning curriculum for children must effectively combine entertainment, teaching and learning while being consistent with characteristics such as active engagement, content appropriateness, consideration for a non-anxious environment and the age and cultural characteristics of the learners. The article also highlighted that the variables of students using digital and non-digital games would probably make the educational process more optimal. Lastly, the article also suggested that future studies should conduct empirical studies acknowledging the role of intervening economic, social, and cultural variables in understanding the characteristics of a play-based curriculum for children. Longitudinal studies should also assess and compare the effectiveness of play-based programmes with different characteristics against one another and against traditional methods of teaching language, in relation to children's language learning. Moreover, systematic studies should be undertaken, with a clear emphasis on developing language learning curricula utilizing non-digital games for children. This article can be the catalyst to develop criteria for appropriate educational games as well as plan an appropriate curriculum that may assist teachers and educational designers to achieve the fundamentals of education. In conclusion, this article's results can be used to improve the process of children's language teaching and improve play-based curriculums.

کلیدواژه ها:

Language Teaching for Children ، Educational Games ، Play-Based Curriculum.