Q: Why games? What do you think games have to offer for language learning?
LM: Everyone loves a good game. Would you rather fill out a worksheet or play a game? Most of us would choose a game every time, and the same goes for our students. Games provide wonderful opportunities for practice. Because playing a game is so relaxing and fun, it significantly lowers students' affective filters, creating a comfortable, low-stakes environment where meaningful learning can occur.
In contrast, when a student answers a question during a teacher-led part of the lesson, it can feel like a high-risk situation. The fear of getting it wrong and facing embarrassment looms large. However, in a game setting, a mistake is often just a strategic setback. Other students can empathize when someone has to move back two spaces, for example. There’s less pressure to “save face,” which encourages even the quietest students to engage and participate.
Also, when students are focused on getting the right answer in a game, they are more likely to remember any corrections they make along the way. This intense focus on specific words or answers greatly facilitates language acquisition. It’s as if that one word or question is under the microscope, bringing into focus what they need to work on in a fun way.
Finally, games invite repetition. While a worksheet might lose its appeal after the first round, a game can be played over and over again. We all know that learning takes time and repetition, and games provide that enjoyable and sometimes competitive repetition while keeping students engaged.
In a game setting, a mistake is often just a strategic setback. Other students can empathize when someone has to move back two spaces.There’s less pressure to “save face,” which encourages even the quietest students to engage and participate.
Q: Do think games have the power to make language learning memorable?
LM: Absolutely! One memorable example happened a few months ago during a Jeopardy review game. One team bet it all on the Final Jeopardy question, betting something like $5,000 on that one question. They got it wrong. The room erupted with groans and laughter as I revealed the correct answer. While I can’t remember the question, I’m certain they do. I heard several students say, “Well, NOW I’m going to remember that forever!” And I believe they truly will!
Another frequent scenario happens every time we play Color it Out! A student will call me over, convinced the game is incorrect: “Teacher, I found a mistake. It says ‘birthday’ is PURPLE. But it’s GREEN, right? The game is wrong.” I calmly explain that the game is correct, leaving them astounded as they realize they’ve been pronouncing ‘birthday’ with GREEN TEA for years. It’s likely they never noticed their mistake before, because when they say, “Happy Birthday,” it’s always understood. However, by examining it through the lens of the game, they uncover their mistake and can correct it.
Playing a game is so relaxing and fun, it significantly lowers students' affective filters, creating a comfortable, low-stakes environment where meaningful learning can occur.
Q: How often do your students get to play games?
LM: As often as possible! Seriously, we probably play a game in nearly every class. Why not? It does take some time, but the benefits are well worth it. I use simple games like Odd Color Out to review vocabulary from our last lesson, even if it’s just a few sets. I also incorporate Classroom Games as warm-up activities to focus on the Color we’re studying at the moment.
One of my favorite activities is writing 20-30 words on Post-its: half in one Color and half in another (like OLIVE and ROSE). Then, I label one half of the board “ROSE BOAT” and the other half “OLIVE SOCK.” Students come up, choose a Post-it, and decide where to place it. They collaborate, and we review the lists together at the end. It may not sound as exciting as BINGO, but they genuinely enjoy it! It gets them moving and working together to figure things out. The process of deciding where to place the words often leads to laughter as they realize they’re not completely sure. We typically have a great time reviewing the placements, and they always notice which ones were placed incorrectly the most.
Q: Which kind of game is easiest? Hardest?
LM: The best game is the one tailored to your students’ needs. If a game is too easy or too challenging, it won't be enjoyable and won't serve its purpose. It’s essential to scaffold and adapt any game so that students have the right support and space for meaningful practice.
For instance, in our game book Classroom Games, I designed the activities to be highly adaptable for various levels. If you come across a game that seems too difficult, there are plenty of ways to adjust it. One simple approach is to reduce the number of words used. Each Colorgories game features 16 words (four for each of four Colors). You could limit it to just two or three words per category or simplify it further by using only two categories instead of four. Additionally, the words are presented without underlines on the stressed vowel sounds. If your students struggle to identify the stressed vowel, you can underline the Color Vowels in each word before making copies. If memory games are too challenging, consider switching to a matching game instead. Have them play with the cards facing up or use only half the cards. Adapt the game to find the right level for your students, and they’ll thrive!
Video credit: Laura McIndoo
Q: Are some types of games just too hard for some learners? Or too easy for others?
LM: I truly believe that gamifying almost any activity offers valuable benefits for students, regardless of their level. However, some games do require a significant amount of “process language” to grasp the rules, making them more suitable for higher-level learners. That said, since games are a universal aspect of culture, most students are familiar with a variety of basic games. I recommend starting with more universal games, like BINGO and simple start-to-finish board games, especially for beginners.
Q: Tell us about this latest set of games you’ve made for Thanksgiving. Was that a fun process?
LM: What else would I rather be doing on a Saturday night? Making Color Vowel games, of course! I realized that the upcoming holiday offers a wealth of vocabulary for our students, and even if they don’t celebrate it, it's valuable for them to learn these words. To kick off the process, I used AI to generate a list of 50 Thanksgiving-related vocabulary words, which is much quicker than searching through ESL websites. I then organized the list in a Google Sheet by Color Vowel. This usually makes it clear what type of game I can create. This time, I found I had at least one solid vocab word for each Color, which is a rare find! So, I decided a matching/memory game would work best. (As a side note, having one word per Color makes this vocabulary perfect for a Thanksgiving Chart warm-up.) I created full-color cards for the online game and set it up on puzzle.org. Finally, I designed black-and-white game cards in Canva for printing. It takes me about three hours in total, but I genuinely enjoy it. Choosing the right words and just the right graphics to convey meaning is very satisfying, and the graphic designer geek in me loves tweaking everything to ensure the game is clear and functional.
Q: Do you have any advice for teachers who are thinking about including these kinds of games for the first time?
LM: What do you have to lose? If you haven’t started playing games yet, your students will love you for it! There’s something truly rewarding about giving your students a game and sitting back to watch them engage, play, and learn independently. A well-designed game has so much to offer. Trust the process, and have some fun!
Teaching online? Here's the digital version of Laura's Thanksgiving games:
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