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• Adaptive Learning Environments: Implementing a mix of digital and non-
digital games can accommodate different learning styles and resource availabilities,
ensuring all children benefit from interactive learning.

CONCLUSION
Game-based learning presents a promising approach for teaching English to
preschoolers by aligning with the natural learning processes inherent in early
childhood. The psychological advantages of GBL—ranging from improved cognitive
development and social interaction to enhanced motivation—support its growing
adoption in EFL settings. Despite challenges related to resources and teacher
preparedness, the strategic integration of interactive games into language
instruction can lead to more effective and enjoyable learning experiences. Future
research should focus on long-term outcomes and the scalability of game-based
approaches in diverse educational contexts.

REFERENCES
1. Piaget, J. (1952). The Origins of Intelligence in Children. New York: International
Universities Press.
2. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological
Processes. Cambridge, MA: Harvard University Press.
3. Gee, J. P. (2007). What Video Games Have to Teach Us About Learning and
Literacy. New York: Palgrave Macmillan.
4. Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge:
Cambridge University Press.
5. Harmer, J. (2015). The Practice of English Language Teaching. London: Pearson
Education.

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