Abstract: The objective of this study is to find out how game-based learning approaches could improve English as a Foreign Language (EFL) students’ Qasabat Irbid District, Jordan speaking performance. Participants were split into two groups—an experimental group using game-based tactics to improve speaking skills and a control group getting conventional instruction—using a quasi-experimental methodology. Along with an observational checklist and semi-structured interviews with instructors and students, the sample comprised (60 students) primary level kids from whose fluency, correctness, and confidence in speaking were measured using a structured questionnaire. The results showed statistically notable variations favoring the experimental group over the control group. This implies that employing game-based learning approaches improves students’ confidence in using English, motivation, and speaking abilities. Furthermore, classroom observations and interviews revealed that games’ integration helped pupils to be more involved in learning activities. Particularly in speaking instruction, the study advises including game-based tactics more widely in EFL courses since they are so important for promoting communicative learning and raising student motivation.

Keywords: Games, Speaking Skills, EFL Learning, Fluency, Accuracy, Motivation, Jordan.