Glocalized ELT: Integrating Localized English Lessons with Game-Based Learning: (in progress)

Sirada Tienkow; Intira  Charuchinda

doi:10.62819/jel.2025.1170

Authors

Sirada Tienkow Faculty of Humanities and Social Sciences, Phranakhon Rajabhat University
Intira Charuchinda https://orcid.org/0009-0000-5161-4828

DOI:

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

Keywords:

English language teaching, game-based learning, glocalization, localized English lessons 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 could enhance the effectiveness of localized English lessons. This study demonstrates the integration of localized English lessons with game-based learning. It aims to 1) compare learning achievements of the participants before after they have participated in the activities featuring localized English lessons and game-based approach, 2) examine the students’ satisfaction towards the intervention, 3) investigate students’ and teacher’s opinions towards the integration of localized English lessons 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: students and teachers in Wat Kiriwan 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 finds that the students had significantly higher gain scores regarding their English language ability concerning localized English lessons. 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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