Enhancing the learning of english prepositions of time using board games: a research framework

This study framework examines the educational potential of employing board games as an interactive approach for instructing English prepositions of time; namely “at”, “on” and “in” to English as a Foreign Language (EFL) students. Conventional grammar practice techniques frequently lack interest and contextual relevance, resulting in diminished recall and accuracy of usage. This study advocates for the incorporation of a specially designed board game to improve learner engagement, encourage collaborative learning, and facilitate contextual comprehension of prepositions of time. Rooted in constructivist learning theory and game-based learning principles, the framework delineates the development, implementation, and evaluation phases of the board game. The elements of game are aimed to motivate learners to use correct prepositions of time using organized prompts, peer engagement, and contextual obstacles. The study framework covers qualitative and quantitative evaluation instruments, including pre-tests and post-tests, classroom observations, and learner feedback, for effectiveness assessment. Predicted results include improvement of learner confidence, the use of prepositions of time, and interest for grammar lessons. This method combines fun, competitiveness, and collaboration, aligning with the objectives of communicative language education while addressing the cognitive and affective aspects of language acquisition. This framework seeks to develop innovative EFL pedagogy by equipping educators with a pragmatic, learner-centered approach to improve grammar acquisition in an engaging and suitable context.