The Impact of Using the Imagidice Board Game on Improving Basic Grammar Skills in EFL Learners

Chun-Fu Chen

Abstract


Grammar is a crucial yet challenging aspect of acquiring a second language. Many English as a Foreign Language (EFL) learners find grammar lessons overwhelming, especially when taught through traditional methods that rely heavily on rule explanation and repetitive drills. Disengagement or arrested language development may follow. To help address this, educators are increasingly incorporating interactive tools, such as board games, into lessons to create a more engaging learning environment. Board games have become increasingly diverse, with each game’s functionality based on its specific design purpose. This original research investigates the effect of a solely image-based board game, Imagidice, on the basic grammar skills among some young EFL learners. The Imagidice game is a versatile and innovative tool for language instruction, offering flexible application across multiple grammar and speaking activities. The research was conducted with 18 learners aged 10 to 12 at a cram school in Taiwan. Over six weeks, participants engaged in 12 grammar-focused game activities, conducted twice weekly in 40-minute sessions. A mixed-methods approach was used, including pre- and post-tests, classroom observations, questionnaires, and teacher interviews. Results showed a statistically significant improvement in learners’ grammar performance. Learners’ mean scores increased from 57.06 (SD = 10.65) on the pre-test to 82.69 (SD = 8.77) on the post-test. Learners also expressed increased motivation and enjoyment during the lessons. The game facilitated natural interaction with grammar structures, stimulated creativity, and enhanced vocabulary retention. The visual prompts helped reduce language anxiety and supported more confident expression. To enhance generalisability, future research would benefit from increased sample size, varied classroom contexts, and duration of instruction. Further, comparative studies examining the effectiveness of Imagidice in relation to other games could help provide insights into best practices in gamified EFL instruction.

Keywords


board games, EFL learners, grammar instruction, Imagidice, visual prompts

Full Text:

PDF

References


Ahmed, A., Pereira, L., & Jane, K. (2024, September 27). Mixed methods research: Combining both qualitative and quantitative approaches. ResearchGate. https://www.researchgate.net/publication/384402328

Ali, W. (2020). Online and remote learning in higher education institutes: A necessity in light of COVID-19 pandemic. Higher Education Studies, 10(3), 16-25. https://doi.org/10.5539/hes.v10n3p16

Ash’ari, N. A. N., Abdullah, N. S., & Yunus, M. M. (2024). Watch Out For Language Flaws (WOLF): Enhancing grammar in ESL classroom through digital board game. International Journal of Education, Psychology and Counseling, 9(56), 480–491. https://doi.org/10.35631/IJEPC.956030

Aziz, M. N., Akhir, N. M., & Nasrudin, N. (2025). Developing grammar-based board game ‘Grammar Gambit’ using ADDIE model. International Journal of Research and Innovation in Social Science, 9(2), 743–755.

https://doi.org/10.47772/IJRISS.2025.9020058

Barbara, J. (2017). Measuring user experience in multiplayer board games. Games and Culture, 12(7–8), 623–649. https://doi.org/10.1177/1555412015593419

Chao, C.-y., & Fan, S.-h. (2020). The Effects of Integrating Board Games into Ice-Breaking Activities in a Fifth-Grade English Class to Reduce Students' Anxieties. English Language Teaching, 13(9), 40-49.doi: https://doi.org10.5539/elt.v13n9p40

Chauhan, K. K. (2023). Teaching: Meaning, definition, characteristics. Retrieved June 12, 2023, from https://gyansanchay.csjmu.ac.in/wp-content/uploads/2023/02/…

Chen, C.-F. (2019, April). Use of the Game “Imagidice” as a Tool to Enhance Students’ Knowledge and Understanding of Effective Grammar Teaching. Paper presented at the 8th International Language Learning Conference (ILLC) 2019, Penang, Malaysia. School of Languages, Literacies and Translation, Universiti Sains Malaysia.

Chen, C.-F. (2021, July 23–24). The Impact of the Board Game Imagidice on Grammar Acquisition. Paper presented at the 38th International Conference on English Teaching and Learning, Wenzao Ursuline University of Languages, Kaohsiung, Taiwan.

Cross, D. (2000). A practical handbook of language teaching. Harlow: Longman.

Delgado-Algarra, E. (2020). ICTs and innovation for didactics of social sciences. IGI Global. https://doi.org/10.4018/978-1-7998-2882-2

Diyessa, T. T., & Woldearegawie, A. G. (2025). Students’ perceptions on the advantages of learnercentred approaches and grammar teaching methods in selected secondary schools. JOLLT (Journal of Languages and Language Teaching), 13(1), 18–31. https://doi.org/10.33394/jollt.v13i1.9184

Dronova, S. (2021). Board games in learning foreign languages: Theory and practice (on the example of Spanish language). Современное образование, (1), 59–70. https://doi.org/10.25136/2409-8736.2021.1.35174

EduCorpus. (n.d.). Teaching as an art and science. EduCorpus. Retrieved June 9, 2025, from https://educorpus.com/teaching-as-an-art-and-science/

EFL Café. (2024, August 29). How to use EFL/ESL board games to enhance learning. https://eflcafe.net/how-to-use-efl-esl-board-games-to-enhance-learning/

Ellis, C., Lane, M., Hollas, T., & Coyne, J. (2021). Technologies for teaching in an online environment. Issues in Informing Science and Information Technology, 18, 31-39. https://doi.org/10.28945/4798

Fitriyana, L., Makrifah, I. A., Widiarini, & Rofi’ah, S. (2023). Developing modified snake and ladder media to teach grammar. Patria Education Jurnal, 3(3), 232–238. https://doi.org/10.28926/pej.v3i3.1149

Genially Academy. (2021b). Learn how to transform your content into exciting communication experiences. https://academy.genial.ly/en

Gustiani, T., & Irwandi. (2024). Teacher and students' awareness of language use. English Journal of Literature Utama (Eng. J. Liter. Utama), 8(1), 73–81. https://doi.org/10.33197/ejlutama.v8i1.234

Hadiyanto, H. (2021). Observing the EFL students’ 21st-century skill performance through Learning activities of research on the ELT course. Indonesian Research Journal in Education (IRJE), 5(2), 510–524.

Harris, I., & Caviglioli, O. (2003). Think it - Map it. Network Educational Press Ltd.

Hidayatullah, H., & Haerazi, H. (2021). Exploring the Use of Various Board Games to Enhance SpeakingSkills Viewed from Students’ Phonology Awareness: Speaking Skills; Phonology Awareness; Games.Journal of Language and Literature Studies, 1(2), 93-102. doi: https://doi.org/10.36312/jolls.v1i2.614

Jihad, A. (2021). Improving students’ understanding on simple present tense through auction grammar game at the eighth grade students of SMP Katolik Belibis Makassar. ETERNAL English Teaching Journal), 12(1), 13–25. https://doi.org/10.26877/eternal.v12i1.8300

Khan, J. (1996). Using games to teach young learners. In Teaching English to children: From practice to principle (pp. 115-130). Longman.

Kurbaniyazova, S. A. (2024). Using interactive games for children to learn a second language. ACADEMIA Pedagogy, 1, 63. Retrieved from https://scopusacademia.org/index.php/psf/article/view/1124/1114

Li, C.-T., Hou, H.-T., & Lee, L.-H. (2022). Design of a dual-hierarchy scaffolding board game-based learning activity for EFL reading comprehension. Language Teaching Research. https://doi.org/10.1177/13621688221125903

Linde, J. (2022). A study of teachers’ perspective on use of visual aid in English education in primary school, year 1–3 (Degree project, 15 credits, First cycle). Malmö University, Department of Culture, Languages, Media. https://www.diva-portal.org/smash/get/diva2:1667278/FULLTEXT02

Listia, R., & Febriyanti, E. R. (2020). EFL learners’ problems in using tenses: An insight for grammar teaching. IJET (Indonesian Journal of English Teaching), 9(1), 86–95. https://doi.org/10.15642/ijet2.2020.9.1.86-95

Meidiastuti, Y., & Safitri, L. (2021). The effectiveness of arranging word game in teaching grammar: An evidence from VIII grade students of SMPN 2 Simpang Alahan Mati, Indonesia. Journal of English as a Foreign Language Teaching and Research (JEFLTR), (1), 1–24. https://doi.org/10.31098/jefltr.v1i1.480

Mohan, G., & Rajeshwari, R. (2024). Board games as content and language-integrated teaching and assessment tool for EFL students in Taiwan. Journal of Foreign Language Education and Technology, 9(1). http://jflet.com/jflet/

Mohandasi, E. S., Hussin, A. A., & Syed Ahmad, T. S. A. (2020). Language gamification in ESL classroom: Teaching perspective. European Journal of Open Education and E-learning Studies, 5(2). https://doi.org/10.46827/ejoe.v5i2.3445

Nguyen, V. D., Nam, N. T., & Bon, B. N. (2024). Using educational games in teaching English as a foreign language. International Journal of English Language Studies, 6(2), 105–113. https://doi.org/10.32996/ijels

Ningrum, N. K., Harisa, A. B., & Umaroh, L. (2024). Learning through play: Utilizing board games to enhance English vocabulary for early students. The Creative Vibes, 1(2). https://doi.org/10.62411/tcv.v1i2.1784

Nosirova, D. R. (2024). Game on: Enhancing language learning through board games in ESL classes. European Journal of Innovation in Nonformal Education, 4(3), March. Retrieved from https://inovatus.es/index.php/ejine/article/view/2706/2587

O'Neill, D. K., & Holmes, P. E. (2022). The power of board games for multidomain learning in young children. American Journal of Play, 14(1), 59-98. Retrieved from https://www.researchgate.net/publication/361261930

Pham, A. T. (2023). The impact of gamified learning using Quizizz on ESL learners’ grammar achievement. Contemporary Educational Technology, 15(2), 1–12. https://doi.org/10.30935/cedtech/12923

Poth, C., & Munce, S. E. P. (2020). Commentary—Preparing today’s researchers for a yet unknown tomorrow: Promising practices for a synergistic and sustainable mentoring approach to mixed methods research learning. International Journal of Multiple Research Approaches, 12(1), 56-64. doi:10.29034/ijmra.v12n1commentary

Purwatiani, F. (2020). Developing grammar board game as media in learning English grammar. LinguA - LiterA: Journal of English Language Teaching, Learning and Literature, 3(1), 38–47. https://journal.stkippgritrenggalek.ac.id/

Sari, D. P., & Lestaria, E. (2023). Using games to learn English for young learners in Darussalam elementary school. EDUJ: English Education Journal, 1(1), 15–21.

Sino, R. (2024, January 14). The impact of visual support on EFL learners’ vocabulary acquisition when reading (Independent project, 15 credits, basic level). Malmö University, Department of Culture, Languages, Media. https://mau.diva- portal.org/smash/get/diva2:1857153/FULLTEXT02.pdf

Sjöberg, M. (2024). A visual approach: Enhancing EFL teaching in Swedish compulsory school in year six through visual aids – The effects of integrating visual aids in an EFL reading comprehension context (Unpublished degree project). Faculty of Education and Business Studies.

Stoimcheva-Kolarska, D. L. (2020). The Impact of a Relaxed and Fun Learning Environment on the Second Language Learning. Online Submission, 2(1), 9-17.

Wang, S. I.-C., Chiu, L.-P., & Liu, E. Z.-F. (2023). Board games as an alternative method of English language teaching in Taiwanese studies. Eurasian Journal of Applied Linguistics, 9(3), 247-259. Retrieved from https://www.researchgate.net/publication/380291900

Wright, A. (1989). Pictures for language learning. Cambridge University Press.

Yasin, M. M., & Mohamad, M. (2024). The Use of Visual Aids to Improve Deaf Students’ English Vocabulary: A Literature Review. SHS Web of Conferences, 182, 02001. https://doi.org/10.1051/shsconf/202418202001

Zakaria, N., Anuar, N. A. K., Jasman, N. H., Mokhtar, M. I., & Ibrahim, N. (2022). Learning Grammar Using a Card Game. International Journal of Academic Research in Business and Social Sciences, 12(2), 445–452. http://dx.doi.org/10.6007/IJARBSS/v12-i2/12259




DOI: http://dx.doi.org/10.21462/jeltl.v10i2.1551

Refbacks

  • There are currently no refbacks.




JELTL (Journal of English Language Teaching and Linguistics); Web: www.jeltl.org; Email: journal.eltl@gmail.com

Creative Commons License
JELTL by http://www.jeltl.org is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License


Indexed and Abstracted BY: