PLAYFUL ACTIVITIES OF REVISION AND ITS MOTIVATING FUNCTION IN LANGUAGES FOR SPECIFIC PURPOSES

When we design tailored board games for second or foreign language teaching lessons, we usually introduce random elements in order to encourage students' implication and interest in the game. This article compares how two different games intended as review lessons are understood by a group of university students of English for Specific Purposes in a non-linguistic degree. In the first game students were distributed into groups, who answered questions in turns. Some rules were introduced to get all the students' attention, such as wildcards, turn losses, or special squares such as start over. In the second activity, all the groups could move forwards if their answer was correct. Therefore, random elements were removed and simultaneous participation was granted. Even though students welcomed both activities, the second one had a better reception.