Abstract
The integration of interactive and game-based methodologies into English language teaching has attracted sustained scholarly attention over the past two decades, with mounting evidence suggesting that learner engagement, motivation, and communicative competence can be meaningfully enhanced through carefully designed pedagogical games. The present article examines the role of board games — with particular reference to Activate: Games for Learning American English, a widely used resource developed for communicative language classrooms and made freely available through the U.S. Department of State American English portal (American English, 2024) — as effective pedagogical tools in English language teaching (ELT) contexts, specifically within Academic Lyceums in Uzbekistan catering to students aged 15 to 18. Drawing on a critical synthesis of theoretical frameworks including Communicative Language Teaching (CLT), constructivist learning theory as advanced by Vygotsky and Piaget, and current research in game-based learning and second language acquisition, the article analyzes how board games support vocabulary acquisition, develop communicative competence, and sustain learner motivation. Key findings indicate that board games create low-anxiety, meaning-focused communicative environments that facilitate vocabulary retention, promote authentic interaction, and foster intrinsic motivation among adolescent learners. The article further discusses practical implementation strategies, challenges unique to the Uzbek educational context, and the implications of these findings for English language teachers, curriculum developers, and institutional administrators.
Keywords
- board games
- communicative competence
- English language teaching
- game-based learning
- learner motivation
- vocabulary acquisition
Citation
Masharipova, F., & Gubaydullin, A. (2026). THE ROLE OF BOARD GAMES IN ENHANCING ENGLISH LANGUAGE LEARNING AMONG ACADEMIC LYCEUM STUDENTS IN CENTRAL ASIA. Language Bridge Academic Journal, 1(4), 40-49.