IMPROVING LISTENING COMPREHENSION THROUGH INTERACTIVE GAMES IN THE CLASSROOM

Improving learners’ listening comprehension is a core objective in language classrooms; however, traditional teacher-centered listening practice often fails to engage students and to produce durable gains. This article argues that, consequently, interactive games — when carefully designed and pedagogically grounded — substantially enhance listening comprehension. Drawing on communicative and socio-constructivist principles, moreover, the article analyzes how interactivity, meaningful negotiation of meaning, and task authenticity foster processing, memory, and strategic listening.