Integrating Game-Based And Dramatic Exercises In Phonetics Lessons For Young EFL Learners

This paper investigates the integration of game-based and dramatic exercises into phonetics lessons for young learners of English as a foreign language (EFL). While traditional pronunciation teaching often focuses on repetition and mechanical drills, this study explores how playful, story-based, and performative activities can improve phonetic accuracy, intonation, and learner engagement. A mixed-method classroom study was conducted involving two experimental groups taught with integrated methods over three weeks. Results showed that learners exposed to game and drama activities exhibited higher motivation, better intonation control, and improved pronunciation accuracy compared to a control group. The findings support a multimodal, affective approach to phonetics instruction in early education.

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