Pedagogical Practices and Play-Based Approaches for Teaching English to Preschool Pupils: A Systematic Literature Review (2020-2025)

Abstract

Play-based approaches are popular for teaching English to preschool pupils because they engage children in meaningful, immersive language experiences. However, confusion exists among teachers about integrating play effectively into formal education. This systematic literature review explores two main research questions: What pedagogical practices are used in play-based teaching, and What are their effects on young children’s English learning outcomes? Using PRISMA guidelines, studies from the Scopus, Web of Science, DOAJ (Directory of Open Access Journals), MDPI, ScienceDirect (Elsevier), Taylor & Francis Online, SpringerLink, SAGE Journals, ERIC (Education Resources Information Center) and Google Scholar database published between 2020 and 2025 were reviewed. After identifying 82 records, screening reduced the studies to 30. A detailed eligibility checks further narrowed this to 28 and finally 24 empirical studies. Findings indicate music, storytelling, dramatic play, and technology significantly improved vocabulary, pronunciation, and speaking skills. Structured play with clear objectives enhanced children’s engagement and reduced language-learning anxiety. Yet, challenges included inadequate teacher training, unclear learning goals, and traditional academic pressures. Recommendations suggest future research should explore detailed teacher training, stronger assessment of language outcomes, and deeper understanding of parental attitudes. Overall, play-based approaches offer considerable promise in preschool English education, provided challenges like training and curriculum clarity are addressed effectively.