By Dick Tibbetts - University of Macau, Macau, China
Make sure the learners know the language learning objective(s) of the game but there is a bigger problem here that may negate even this approach.
The problem is that the institution does not really value spoken English and does not value the teacher of spoken English. Consequently, the learners don't either. You therefore need to use motivating forces from outside the educational institution and this is not easy. Games fit the bill but in this environment even the fun of the game can work against you.
You want the learner to directly experience the benefits of being able to speak English. If there are none for these learners. If there are none and you are teaching the branch of ESP known as ENPP, English for No Particular Purpose then you are on a limb. You might get some hooked on chatting to visiting foreigners, if there are any, and you might get some to engage in voice chat on the web, if they have the equipment. Some might be motivated by interesting discussions and some by the status of starring in a debate, though the latter can only benefit a few. I have, on occasion, offered money to the best student for a task completion, praised the winner to the skies and then, with an innocent smile, admit I lied about the money. It got enthusiastic participation and a big laugh but you can only wave your 100 Yuan about once.
In short there is no one answer to the problem. Varied activities, some games, some tasks, some hard study work, some activities that relate to the world outside seems to be the best approach to hook as many differently motivations as possible.
[Photo: Students playing the "Alibi" game. "Where were you last night at 9:00?"]