Guessing Games and the EFL Classroom

Abstract

This study explored the perspectives of 62 students (25 men and 37 women) from the Unidad Educativa Salcedo, located in Salcedo-Ecuador, on Guessing Games in the English as a Foreign Language (EFL) classroom. A non-experimental descriptive methodology was used, with data collected through a Likert scale survey. The reliability of the survey was confirmed with a Cronbach's alpha of 0.942. Likewise, the questionnaire was validated and approved by five experts in the field; the acceptance of each question was shown with a score between 0.80 and 1 in the Aiken V coefficient, demonstrating its validity. The results showed that students prefer guessing games based on words, phrases, and descriptions of objects or people, as they favor vocabulary learning and dynamically promote communicative practice. Among the factors that influence the application of these games are time management, student participation, and personal confidence, which have a direct impact on the level of involvement and motivation of students. However, a lack of confidence or shyness can limit the effectiveness of activities. The teacher's guidance as a linguistic model and the creation of a collaborative social environment stand out as fundamental elements in English as a foreign language class. The teacher not only guides learning, but also encourages respect, cooperation, and communicative practice. However, it was evident that the physical environment of the classroom represents a difficulty, since many spaces lack the resources or the necessary disposition to facilitate mobility and group work. Together, guessing games are consolidated as effective pedagogical tools that promote motivation, interaction, and meaningful learning.