Game-Based Interactive Strategies for Reducing Communicative Barriers In 6-7 Grade Classrooms

Abstract

This article analyzes the effectiveness of game-based interactive strategies in reducing communicative barriers among 6-7 grade students in general secondary schools. Early adolescence is characterized by increased emotional sensitivity, peer influence, and developing cognitive abilities, which often lead to communication anxiety and limited classroom participation. The study applies contemporary constructivist and communicative teaching frameworks and integrates psychological perspectives on motivation and engagement. Instead of relying on classical socio-cultural theory, the research is informed by the humanistic educational approach.