An Action Research on Game Based Language Teaching and its Effect on L۲ Learners’ English Achievement

The aims of the study are to know how much of an impact do visual, aural and kinesthetic games have on students‘ achievement at Darab junior High School in Sari, Iran. John Heron and Peter Reason's Cooperative Inquiry was implemented to get the participants more involved and find the shortcomings of the book that needed to be remedied the most. The procedures used were planning, acting, observing, and reflecting. It was done in two cycles throughout eight sessions. We used collaborative action research with another English teacher.In collecting the data, the instruments were interview, observation, questionnaire and test, the test being only given to students and the rest of the instruments administered to both teachers and students. The result of the study showed that the average scores of the students reached up to ۸۶%, ۸۱% and ۷۶% differing an at least ۹% from the control groups average scores that were ۶۸%, ۷۱% and ۶۷% respectively.Therefore, the criteria of success had been determined. It is crucial to note that games have contributed a positive impact on not only the learning process but also implies that they enhanced students‘ enthusiasm and motivation. Clearly, they improved our students‘ active participation, confidence and their capabilities in their language skills. In short, it can be stated that game-based teaching creates good, enjoyable circumstances and reduces the boredom and stress of learning process.