Gür, Bora2023-12-222023-12-2220232023https://hdl.handle.net/20.500.12507/1961The main purpose of this study is to shed light on the role of educational games in teaching speaking to 8th grade students and students' views on the subject. A total of 18 students, 7 boys and 11 girls, participated voluntarily in the study, which used a mixed methodology combining qualitative and quantitative analysis. The pre-test and post-test given to the students at the beginning and end of the game experience, respectively, were graded using a rubric. Wilcoxon Signed Rank Test was used to analyze the results. The mean values of the pre-test and post-test varied significantly and there was a significant difference between the test results. Field notes were kept to make the process more understandable. At the end of the teaching process, 18 participating students completed a questionnaire consisting of 15 questions using a 5-point Likert-type scale. The questionnaire data were analyzed and the results revealed the students' positive attitudes towards the use of games in EFL classes. Finally, a six-question semi-structured interview was conducted with nine student volunteers. The interview data were analyzed using a coding technique (thematic coding). The data results from all the instruments have revealed that games had a beneficial effect on 8th grade EFL speaking lessons.eninfo:eu-repo/semantics/openAccessMaster ThesisTezIDyok