INTEGRATING INTERACTIVE GAMES INTO THE COMMUNICATIVE LANGUAGE TEACHING FRAMEWORK FOR VOCABULARY DEVELOPMENT IN SECONDARY EDUCATION
Keywords:
Interactive games; Communicative Language Teaching; vocabulary development; secondary education; learner-centered instruction; communicative competence; game-based learning; English language teaching methodology.Abstract
This article explores the integration of interactive games into the Communicative Language Teaching (CLT) framework as an effective strategy for enhancing vocabulary development in secondary education. In the context of modern language pedagogy, vocabulary acquisition is recognized as a central component of communicative competence, directly influencing learners’ speaking, listening, reading, and writing performance. However, traditional vocabulary instruction in many secondary schools remains form-focused and teacher-centered, limiting students’ active engagement and long-term retention.
The results suggest that interactive games serve not merely as motivational tools but as structured pedagogical instruments capable of supporting systematic vocabulary development. The study concludes with methodological recommendations for English language teachers in secondary education, emphasizing the importance of purposeful game selection, task design, and assessment integration to ensure alignment with communicative objectives.
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