Gamified-Learning on enhancing English speaking skills among A1 learners at FineTuned English Language Institute, August 2024 to January 2025 Academic Period
Year: 2025
Type: article
Abstract: This study analyzes the impact of gamified learning on the English oral proficiency development of A1 students at Fine-Tuned English Language Institute from August 2024 to January 2025. The study is focused on action research, and mixed methods approach, quantitative data from pre-and post-tests were combined with qualitative surveys. The sample included nine students aged eight to nine years, according to the Common European Framework of Reference (CEFR). The aim was to evaluate the effectiveness of gamified learning and to explore students' attitudes towards this methodology. The intervention followed Mertler's action research cycle, which is to plan, act, develop, reflect, and employ the Presentation, Practice, Production (PPP) methodology. The gamified activities were based on the second unit of the Fly Higher book published by Richmond ELT in 2022 and adapted to the student's level. The results showed significant improvements in fluency, grammar, vocabulary, and pronunciation. Finally, the study concludes that gamified learning is a dynamic and effective approach to improving speaking in EFL contexts, promoting a participatory environment that overcomes the limitations of traditional methods.
Authors: Ana Karen Robles Juárez, Adriana Elizabeth Cango Patiño
Institution: Universidad Nacional de Loja
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4407128307