Developing English spelling skills through TGT cooperative learning with Wordwall for grade 4 students
DOI:
https://doi.org/10.62819/jel.2025.1278Keywords:
English spelling, cooperative learning, primary education, TGT, WordwallAbstract
This study aimed to (1) examine the effectiveness of instructional intervention on grade 4 students’ English spelling performance, (2) compare the efficacy of the Teams-Games-Tournament (TGT) technique integrated with the Wordwall application against conventional teaching methods, and (3) evaluate students’ satisfaction with the TGT–Wordwall instructional model. The sample comprised 32 grade 4 students enrolled at La-orutis Demonstration School, Suan Dusit University. Participants were selected via cluster random sampling and allocated equally into experimental (n = 16) and control (n = 16) groups. Instructional materials included lesson plans incorporating the TGT framework alongside Wordwall-based activities, standardized pre- and post-intervention spelling assessments, and a student satisfaction questionnaire. The experimental group outperformed the control group after instruction, and the difference was statistically significant, with post-test scores surpassing those of the control group (pre-test scores for the experimental group: M = 7.94, SD = 3.36; control group: M = 8.00, SD = 6.01). Furthermore, satisfaction ratings for the TGT–Wordwall approach were exceptionally high (M = 4.73, SD = 0.16), indicating strong positive reception among participants.
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