Pedagogical Design of Playful Learning in English as a Foreign Language Learning: Chinese Teachers’ Perspectives

A well-considered pedagogical design can significantly enhance the implementation of playful learning in school settings. Teachers’ beliefs, attitudes, and instructional practices play a decisive role in the success of innovative pedagogical approaches. This study explores Chinese primary school teachers’ perspectives on the design and implementation of playful learning pedagogy in the context of English as a Foreign Language (EFL) learning. Eight teachers participated in a 1.5-month playful learning project that included workshops and a two-week classroom implementation period. In the workshops, the teachers were familiarised with the concept of playful learning and a preliminary Pedagogical Design Model. They then implemented playful learning pedagogy in their classrooms, involving a total of 320 students. Post-implementation interview data were collected and analysed using thematic analysis. The findings indicate that teachers perceived the pedagogical design of playful learning as a valuable yet somewhat ambiguous process, viewing it as an important tool for enhancing students’ EFL learning. Although the teachers provided generally positive feedback, they also expressed concerns about the systematic design of the playful learning process. The study provides valuable insights into the use of playful learning pedagogy in the Chinese primary school context.