The effect of interactive games on English language learners’ reading comprehension and attitudes

Abstract

This study investigates the effect of interactive games on improving reading comprehension skills and attitudes toward games among Iranian learners of English as a foreign language. In this quantitative study, the participants in the control group received reading comprehension instruction through traditional models of teaching reading while the participants in the experimental group developed their reading skills through participating in interactive games. A reading comprehension test was administered as a posttest. The mean performance of the two groups was compared by performing an independent-samples t-test and a paired-samples t-test. The analysis revealed that participants in the experimental group (N = 30, M = 26.33, SD = 2.80) significantly outperformed those in the control group (N = 30, M = 16.80, SD = 3.71) in the posttest. Moreover, an examination of the participants’ perceptions showed they have a positive attitude toward games. The findings of this study suggest that interactive games are powerful tools for improving student engagement, motivation, and learning outcomes in the classroom. The study also provides some practical suggestions for further research.