PEDAGOGICAL EFFECTIVENESS OF GAME TECHNOLOGIES IN TEACHING FOREIGN LANGUAGES TO PRIMARY SCHOOL PUPILS: THEORETICAL AND METHODOLOGICAL FOUNDATIONS

Abstract

The article examines the pedagogical effectiveness of game technologies in teaching foreign languages to primary school pupils. The problem is considered from a theoretical and methodological perspective, because game-based activities are often used in primary classrooms, yet their educational value depends on how accurately they are connected with language aims. The purpose of the article is to define the main conditions under which game technologies become a productive instrument for vocabulary acquisition, oral interaction, motivation and classroom engagement. The research is based on a focused analysis of recent studies on gamification, digital game-based language learning and educational games for young learners. The article clarifies the difference between a simple entertaining game and a pedagogically organized game task. It also proposes criteria for evaluating effectiveness in primary foreign language lessons. The main result is a methodological model that connects game rules, language material, feedback, cooperation and age-appropriate assessment. The study argues that game technologies are most useful when they support repeated meaningful use of language rather than isolated amusement.