Table of contents Introduction

Purpose of study
My name is Rakhmatova Rakhima. I am a 3^rd year student at the Uzbekistan State World Languages University. In this term we were given a research paper from the subject Integrated course on teaching foreign languages. I managed to overcome it easily, because I have faced such a task before. I conducted action research in the classroom, assuming the role of teacher and researcher. As a teacher researcher, I created strategies and sinned. to carry out individual measures, implementation measures and general direct corrections, various methods strategies, techniques and instructions.
Speaking is definitely one of the most important skills in learning foreign languages, therefore, students have problems with this skill first of all. Because of the universal vulnerability of primary grade pupils, this research project is to discover and implement effective strategies to improve speaking skills of the pupils in secondary school learners.
Context of study
First of all, the research was conducted at school 327 in Yunusabad. This is a secondary school and I did my research at 4^th grade pupils which are active, there were 26 pupils in the class and their knowledge is quite elementary.
This is the main problematic question in my research work: What types of challenges and games can be considered while studying speaking skills as well as the strategies to develop them during the process for elementary and primary English language learners?
According to the outcomes of the researches related to the current issue, pupils’ English performance was underneath the normal degree of proficiency and speaking ability was the most fragile among the four abilities. A few learners succeed in grammar and vocabulary, yet they face deterrents while learning English. This is because of the absence of openness and the social foundation they are raised with. English is thought of as the second language in many families and schools. Students will quite often talk their mom tongue at home and at school; they rarely have opportunity to communicate in English as individuals in their current circumstance speak with them utilizing their native language. The majority of the students are simply presented to English during English examples in school. Notwithstanding this explanation, instructor focused speaking examples and pupils' latent learning mentalities likewise add to low speaking capability. In the educator focused study hall, students latently acknowledge the semantic information bestowed by their educator without having chances to rehearse their discourse. Educators ought to change their conventional showing strategies and direct more communicative activities that proposition opportunities for pupils to communicate in English.
One of the ways to get pupils immersed in a speaking lesson is through games. Using games in teaching and learning transforms the traditional method of transmitting knowledge. The incorporation of games in learning triggers pupils to be autonomous learners and enhances their learning in various fields of knowledge. Undeniably, games help to lower pupils’ anxieties and create contexts in which pupils can collaborate with peers in teams to use language meaningfully and in a relaxed way. This is supported by, who proclaimed that pupils interact with other players and follow the context presented during the games. There are a wide array of communicative games that can be used to teach speaking, and one of them is board games. Through board games, pupils have to take turns to express their ideas according to the instructions given. Some board games imitate real-life circumstances which subconsciously help pupils to develop social skills and increase their flexibility. Several studies were done in the past to examine the effectiveness of the integration of board games into classroom teaching and learning to improve speaking skill.
Gaming literature also displays data on the usefulness of board games in language learning. However, there is no systematic literature review that specifies the use of board games to improve English speaking. With this backdrop, this review attempts to present a comprehensive analysis of research studies to synthesize the findings of past studies related to users’ perceptions towards the use of board games in speaking, as well as their usefulness in informing future studies. It is vital to look from users’ perspectives to investigate their perception towards the use of board games in learning speaking. By understanding this, it helps researchers to evaluate the success of implementing board games in speaking lessons.

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