Abstract

Board games are effective educational tools, encouraging engagement, interaction, and collaboration. Regarding language learning, studies have found that extended use of games in language instruction can enrich vocabulary acquisition, improve grammatical comprehension, and boost overall language proficiency by making the learning process more enjoyable and less intimidating (Benoit, 2017; Ningrum, et al. 2024). Their social nature encourages communication and critical thinking, while it offers opportunities for students to practice language skills in a low-pressure setting (Iseli, 2024; Yaccob & Yunus, 2019). Nevertheless, little is known about the impact of such interventions on displaced populations. To address this gap, this study targets displaced youth, between 15-24 years old, living in Athens, who are attending Greek language classes at Gekko Educational Center. The research introduces different types of modern board games, adjusted for teaching Greek as a second language at A1, A2, B1 and B2 levels according to the CEFR (Council of Europe 2001, 2020). By applying pre- and post-intervention questionnaires, the study measures shifts in students' preferences and attitudes toward board game incorporation into language learning. Quantitative analysis showed significant improvements in engagement, motivation, and collaborative learning, which affirms the effectiveness of board games to support language acquisition among vulnerable students.

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