The Perceptions of Teachers in Using Game-Based Strategy in Teaching English

This phenomenological study explored English teachers' perspectives on incorporating game-enhanced strategies into language instruction. This study used purposively sampling by which participants were chosen based on the set criterion which should be a high school English teacher employing games in teaching the lessons. The researchers had conducted in- depth one on one interview to the six participants and allowed them to narrate their relevant experiences and insights about this approach. Through interviews and thematic analysis, the findings revealed that educators view this approach as an effective approach for enhancing student motivation, engagement, and comprehension. Teachers highlighted the role of games in fostering active participation, collaboration, and enjoyment, ultimately making English lessons more interactive and student-centered. Despite recognizing challenges such as limited class time, large student populations, and inadequate resources, teachers expressed a strong willingness to integrate game-enhanced strategies into their instructional practices. The study underscores the need for professional development and institutional support to ensure the successful implementation of this approach in English education.