Résumé:
The most difficult task for EFL students is learning vocabulary. Teachers need to be aware of
the strategies they use to help their students. In this regard, integrating language games may be
a successful tactic to use. Therefore, the purpose of this study is to investigate teachers’ and
students’ attitudes towards the use of language games in enhancing students’ vocabulary
knowledge. Thus, it is hypothesized that teachers and students may have positive attitudes
towards the current subject. A descriptive quantitative approach is used to accomplish the
aforementioned hypothesis; it is based on the analysis of information acquired from two
questionnaires addressed to EFL teachers and students at the department of 08 Mai 1945
university of Guelma. The collected findings confirmed the main hypothesis, which implies
that EFL teachers and EFL students have positive attitudes toward the use of language games
in enhancing students' vocabulary knowledge.
