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Gamification in the FLE classroom: A study on the Indian teachers’ perspective: motivations, reasons and drawbacks

Author Affiliations

  • 1Foreign Language Trainer, Student at University of Strasbourg, France

Res. J. Language and Literature Sci., Volume 9, Issue (3), Pages 1-6, September,19 (2022)


The language classroom is an ever-evolving space as teaching methodologies improve and develop from time to time, so does the teaching environment. With a more student-centred approach to teaching French, the need for innovation in the classroom becomes vital and thus, the use of fun, recreational and didactic games and activities also increases. This research paper aims at quantitatively measuring the use of games by French language teachers in India as well as understanding the reasons, motivations and hindrances to the activities and games played in a French as a Foreign Language classroom. The primary data was gathered through a questionnaire, based on a random selection of 150 teachers of French from all over India, as well as one-on-one interactions with senior academicians. This paper also lists the topics that teachers commonly use games for, and the challenges arising thereof, so as to develop the French Language teaching scenario in India and create apt pedagogical tools, especially by the key stakeholders in the French language education. It was found that teachers tended to prefer the usage of games to reduce language learning related anxiety and to ease the understanding and practice of grammatical and lexical concepts.


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