Enhancing classroom management in adults in english university courses through traditional games

Abstract

This qualitative study, based on participatory action research, involved twenty university students who participated in three lessons divided into four classes. The study used traditional games for classroom management in university English courses, creating a dynamic learning environment for adult students and promoting collaborative skills and vocabulary acquisition. The games fostered interaction, activity management, motivation, and enjoyment in learning. Data from two videos showed that the games improved class preparation, development, and engagement, optimizing time management and motivation. The results suggest that traditional games could significantly impact classroom management in other university settings, especially in Medellín or similar contexts.