EDUCATIONAL GAMES IN HIGHER EDUCATION ENGLISH LANGUAGE TEACHING: THEORETICAL JUSTIFICATION BASED ON LINGUO DIDACTIC CONCEPTS

Abstract

This article substantiates the role of educational games in teaching English based on fundamental pedagogical and psychological theories that underpin modern language instruction. Special attention is given to educational games as a tool for enhancing student motivation and communicative engagement. The article analyzes key theoretical approaches that justify the effectiveness of games in language learning: the Interaction Hypothesis (M. Long), Constructivist Learning Theory (J. Piaget, L. Vygotsky), Second Language Acquisition Theory (S. Krashen), and the Self-Determination Theory (E. Deci, R. Ryan). It is emphasized that games foster a low-anxiety, supportive environment, promote active student participation, and provide comprehensible input aligned with the i+1 level. Games also support intrinsic motivation by fulfilling basic psychological needs: autonomy, competence, and relatedness. Constructivist theories highlight the importance of active involvement, experience, and social interaction in knowledge formation–elements reflected in the collaborative and exploratory nature of games. For example, S. Krashen’s theories emphasize the significance of the affective filter and comprehensible input, both of which are implemented through role-playing and contextual games. Flow Theory (M. Csikszentmihalyi), and Engagement Theory (G. Kearsley, B. Shneiderman) explain how games foster intrinsic motivation, engagement, and positive emotional experiences through autonomy, feedback, cooperation, and challenge. Behaviorist Theory (B. F. Skinner) explains how games contribute to language skill development through reward systems and repetition. The Interaction Hypothesis (M. Long) highlights the importance of interaction and negotiation of meaning, both of which frequently occur in communicative game settings. Thus, educational games integrate key components of leading language learning theories and serve as a powerful tool for developing language competencies. Consequently, games are an effective means of fostering foreign language communicative competence by providing not only cognitive but also emotional and motivational benefits in the learning process.