Rural children’s perceptions of pedagogical games for learning english grammar

Abstract

This research examines how young learners in a rural bilingual extracurricular program in Colombia perceive the use of games for learning English grammar. In rural contexts characterized by limited instructional hours, scarce resources, and restricted exposure to English outside school, grammar instruction often generates anxiety and low engagement among learners. These conditions highlight the need to explore learners’ emotional and cognitive experiences with alternative instructional strategies. Accordingly, the study addressed the following research question: What do young EFL learners’ reflections reveal about their perceptions of using games to learn English grammar in a rural bilingual program? Using a qualitative grounded theory approach, data were collected from six nine-year-old learners through semi-structured interviews, reflective journals, and focus group discussions. Data analysis through open, axial, and selective coding generated three core categories: Games as Contextual Grammar Practice Tools, Games as Motivational and Emotional Support Tools, and Games as Participatory and Interactive Pedagogical Strategies. The findings indicate that learners perceived games not as peripheral classroom activities, but as central learning spaces in which grammar became meaningful, emotionally safe, and socially shared. The emergent theory suggests that game-based tasks provide contextualized opportunities for grammatical practice, reduce anxiety, and foster collaborative participation. These insights offer pedagogical implications for rural EFL programs by emphasizing the importance of aligning game mechanics with linguistic objectives and promoting supportive, interactive learning environments.