This study examined the extent to which play-based language activities improve learners’ communicative competence in English and explored teachers’ and learners’ perceptions of their contribution to English language learning in basic schools. The study adopted an explanatory sequential mixed-methods design guided by the pragmatist paradigm. The quantitative phase employed a one-group pre-test–post-test quasi-experimental design involving 45 Basic Seven learners selected through census sampling. The qualitative phase involved semi-structured interviews with two English language teachers and 10 purposively selected learners. Data were collected through a communicative competence achievement test and interview guides. Quantitative data were analysed using descriptive statistics and paired-samples t-test, while qualitative data were analysed thematically. The findings revealed that participation in play-based language activities improved learners’ communicative competence in English. Teachers and learners perceived the activities as enhancing vocabulary development, oral communication, pronunciation, confidence, classroom participation, collaboration, and motivation to use English in authentic communicative situations. The study concludes that play-based language activities are a valuable pedagogical approach for developing communicative competence in English. It recommends that English language teachers integrate structured play-based activities into classroom instruction and that teacher education programmes strengthen teachers’ capacity to implement play-based pedagogies effectively. Read more