A DYNAMIC APPROACH TO FOREIGN LANGUAGE LEARNING WITH JEOPARDY MICROGAMES

Abstract

The article investigates the effectiveness of using Jeopardy microgames as a novel method for learning foreign languages, specifically English as a second language. Jeopardy microgames provide an interactive and interesting platform for learners to practice grammar and vocabulary in a dynamic learning environment. The research involved 66 undergraduate students from the Finance University who used selected Jeopardy microgames accessed through an online platform as part of their language learning curriculum. Surveys and structured interviews with teachers were conducted to evaluate the usability, effectiveness, and perceived learning outcomes of the microgames. The results indicate that Jeopardy microgames are highly usable, engaging, and effective in promoting positive learning outcomes among participants. Additionally, teacher feedback highlights the versatility and practicality of Jeopardy microgames in language classrooms, emphasizing their potential to cater to diverse learning styles and preferences while fostering collaboration and interaction among students.