A Review of Game-Based Learning’s Efficacy in Central Asian ESL Classrooms

Abstract

This article examines the efficacy of game-based learning (GBL) in Central Asian English as a Second Language (ESL) classrooms. While international research strongly supports the pedagogical benefits of games for language acquisition, misconceptions and institutional resistance continue to hinder their adoption in Central Asian educational settings. Drawing from research and personal experiences in Uzbekistan and neighboring countries, this study highlights how GBL enhances vocabulary acquisition, communication skills, critical thinking, and multimodal learning while lowering affective filters and fostering engagement. Despite longstanding Soviet-era influences on educational authority structures, empirical evidence suggests that GBL is a valuable strategy that aligns with modern language learning methodologies. This article aims to substantiate the effectiveness of GBL and encourage Central Asian educational authorities to integrate it into curricula, empowering teachers with the flexibility to employ research-backed instructional strategies.