Nawarathne, M. N2026-01-082025-10-10978-624-6010-15-72783 – 8862https://rda.sliit.lk/handle/123456789/4447This study explores the effectiveness of interactive language games in enhancing teacher trainees’ active participation in practicing and mastering English tenses. Traditional grammar teaching methods often lack sufficient engagement to promote sustained learning. This study examines how language games can serve as interactive instructional strategies to enhance learners’ motivation and understanding of tense structures. A mixed-method research design was employed, involving a random sample of 40 pre-service teacher trainees at a National College of Education. Participants were randomly divided into two groups: control and experimental groups. Over a six-week intervention period, nine language games were introduced to the experimental group to teach nine types of English tenses. Data was collected through two written tests, classroom observations, and a student feedback questionnaire. Quantitative data, including test scores, were analyzed using averages, percentages, and ANOVA (via SPSS) to identify significant differences. Qualitative data from the observation checklists and the student questionnaire were analyzed through manual thematic analysis procedures. Findings revealed a significant improvement in students’ motivation, willingness to participate, and overall confidence in using English tenses accurately in both written and spoken contexts. Moreover, the collaborative and enjoyable nature of games helped reduce learner anxiety and fostered a more interactive and supportive learning atmosphere. The results emphasize the importance of incorporating learner-centred, interactive approaches such as language games into grammar pedagogy, particularly in contexts where English is taught as a second language. Recommendations for teacherenInteractive language gamesLearner-centered approachMixed methodEnglish as a Second languageGame-based learningArticlehttps://doi.org/10.54389/DOGF5197