This study evaluates the effectiveness of using phonetic games in teaching phonetics compared to traditional methods in primary schools. The experiment involved 700 students from three regions of Uzbekistan: Andijan, Fergana, and Namangan. The students were divided into experimental and control groups. The results showed significant improvements in phonetics knowledge among students taught using phonetic games compared to those who continued with the traditional curriculum. Phonetic games not only enhanced academic performance but also improved motivation and engagement.

Phonetic games, phonetics, primary education

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