Abstract
The aim of the present study was to investigate the English learning and motivation of elementary school children participating in a play intervention using the "Apples to Apples" game. Thirty-six children participated in the study, 18 participated in the play intervention group and 18 participated in a comparison group. A quasi-experimental design was used with pre and post data collection over a one month period. The results suggest that children participating in the play intervention showed a significant increase in English test scores and in their motivation for language learning over the one month period. This study supports the use of play-based interventions in improving children's language and motivation in foreign language learning.