Glocalized ELT: Integrating localized English lessons with game-based learning

Sirada Tienkow; Intira  Charuchinda

doi:10.62819/jel.2025.1170

Authors

Sirada Tienkow Phranakhon Rajabhat University, Bangkok, Thailand
Intira Charuchinda Phranakhon Rajabhat University, Bangkok, Thailand

DOI:

https://doi.org/10.62819/jel.2025.1170

Keywords:

English language teaching, game-based learning, glocalization, localized English lessons

Abstract

Glocalization integrates global and local influences in English language teaching, ensuring that cultural traditions and identities are preserved while fostering meaningful learning experiences. The use of Game-Based Learning (GBL) could enhance the effectiveness of localized English lessons (LEL). This study demonstrates the integration of localized English lessons with game-based learning. It aims to 1) compare learning achievements of the participants before and after exposure to the activities featuring localized English lessons and a game-based approach, 2) examine the students’ satisfaction towards the intervention, and 3) investigate students’ and teachers’ opinions towards the integration of LEL and GBL. The population consisted of all 81 small-sized schools in Nakhon Nayok. The sample, Wat Kiriwan School, was derived through simple random sampling. This research included two groups of participants: 28 junior high school students and 2 teachers at this school. This study employed a quasi-experimental one-group pre-test and post-test design, along with a mixed-method approach. The research tools included lesson plans, pre/posttests, a questionnaire, and semi-structured interview questions. Quantitative data analysis included frequency, percentage, mean, and standard deviation for descriptive statistics and a paired t-test for inference. As for the qualitative data, the thematic analysis was employed. This study reveals that students demonstrated statistically significant improvements in vocabulary knowledge after their exposure to the activities. Moreover, their overall satisfaction towards the intervention was high. Furthermore, the students and the teachers expressed positive opinions towards the intervention, while they suggested extending sessions of the intervention.

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