Games: putting the student in control
In communicative language teaching, the aim is for students to do around 80% of the speaking. Once you've demonstrated a game, hand over the reins and let your students lead.
Research shows this role shift boosts metalinguistic awareness, complex language output, confidence and willingness to communicate.
Students as facilitators produce richer language
Recent research published by Cambridge University Press shows that when students facilitate communicative tasks — explaining rules, giving instructions and managing peers — they produce significantly richer and more complex language. Acting as the “teacher” increases metalinguistic awareness, encourages real-time monitoring of grammar and vocabulary, and strengthens interactional competence.1
Less anxiety, more willingness to speak
A study in Frontiers in Psychology (2021) observed that communicative games substantially boost adult learners’ confidence and willingness to communicate. When students take presenter or teacher roles, anxiety decreases and autonomy increases, creating ideal conditions for spontaneous speaking. This role shift is especially effective in ELICOS contexts, where learners benefit from authentic, low-pressure interaction.2
References
1. Cambridge University Press, Language Teaching — “Game-enhanced language learning.” cambridge.org
2. Frontiers in Psychology (2021). frontiersin.org