Use of gamification to promote spelling skills of grade 3 students
(in progress)
DOI:
https://doi.org/10.62819/jel.2025.1013Keywords:
English language learning, gamification, spelling skillsAbstract
This research aimed to (1) compare the English spelling skills of grade 3 students before and after learning from lessons using gamification, (2) compare the English spelling skills of grade 3 students using gamification and conventional methods, and (3) study the satisfaction of grade 3 students toward the lessons using gamification. The study sample consisted of grade 3 students enrolled in a Thai primary school during the first semester of the 2024 academic year. A cluster random sampling method was employed to select 16 students for the experimental group and 16 for the control group, yielding a total of 32 participants. The research instruments comprised gamification-based instructional materials, pre-test and post-test assessments to evaluate English language proficiency, and a student satisfaction survey to gauge learners' perceptions of the instructional approach. The findings indicate that grade 3 students' English spelling abilities improved following instruction using the gamification teaching approach, compared to their pre-learning levels, with a statistical significance of p = .05. Moreover, English spelling skills among grade 3 students taught using the gamification strategy demonstrated a statistically significant difference from those instructed through conventional methods (p = .05). Additionally, students' overall satisfaction with the gamified lesson was at the highest level, with a mean score of 4.90 and a standard deviation of 0.17.
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