USING GAMES TO IMPROVE MOTIVATION IN GRAMMAR LEARNING

This exploratory action research investigates the effectiveness of incorporating games into grammar instruction to increase motivation and retention among lower secondary students. Conducted in a public school in rural Uzbekistan with A2-level learners aged 12–13, the study examines students’ initial attitudes toward grammar lessons and tracks changes after implementing weekly grammar games over six weeks. Results show that learners initially found grammar tedious and demotivating. However, the introduction of interactive grammar games led to improved classroom participation, higher quiz performance, and more positive attitudes toward grammar learning. The study demonstrates that both physical and digital games can serve as effective tools for enhancing learner motivation and engagement in low-resource EFL contexts.