Abstract
Game-based learning (GBL) has become a power-tool due to its significant attention to enhancing learning in education settings, especially in the domain of language learning. This study explored the secondary school teacher’s perceptions of the role of GBL in enhancing language proficiency. A qualitative approach was used to collect data through semi-structured interviews and surveys. The participants were secondary school teachers who teach English home language at a school which has English First Additional Language (EFAL) speakers. The language teachers provided a great understanding of their experiences, challenges and insights regarding the implementation of GBL as a language tool to enhance language skills that were underdeveloped and therefore, affecting language proficiency. The findings revealed that teachers viewed GBL as a powerful tool for encouraging an interactive and collaborative classroom environment. They noted that GBL allowed the achievement of language learning outcomes, particularly relating to vocabulary, grammar and communication development. However, some limitations prevented a successful implementation. These limitations were resource availability, large classroom sizes, lack of training, time constraints and a rigid curriculum. The study concluded that GBL can be used as an excellent tool for language enhancement. However, its success depends on whether the systemic restrictions can be resolved. Therefore, its success depends on the provision of resources, manageable classroom sizes, adequate teacher support and professional development.