Use of gamification to promote spelling skills of grade 3 students

2025-07-20T12:12:45+07:00

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.

Investigating English personal experience narrative texts of Thai learners of English as a foreign language

2025-07-20T12:12:43+07:00

This study examines English personal experience narratives written by Thai EFL learners of varying proficiency levels at Prasarnmit Demonstration School (Secondary) in Thailand, comparing their use of narrative elements. Based on TU-SET scores, 45 Thai EFL learners, with 15 in each group, were divided into three sample groups of beginner, intermediate, and advanced levels. They wrote 250-word English narrative texts on their selected topic. Using Labov and Waletzky’s (1967) and Labov’s (1972) framework of narrative structures, six elements were found: abstract, orientation, complicating action, evaluation, resolution, and coda. The findings reveal that the evaluation was the most prominent element across all groups. The difference was in the abstract and coda, as they were the least frequently used. The advanced learners employed the abstract more frequently than the other sample groups. The use of evaluation highlights the credibility of English narrative writing that the events narrated occurred. The least frequently used abstract and coda among the sample groups suggests that a narrative storyline was relatively simple across all groups. The highlight of the evaluation element underscores how Thai EFL learners would use narrative structure for academic writing or online posts and produce more effective narrative writing or a more popular post. Pedagogically, the findings may be used to prepare Thai secondary school EFL learners to focus on audience attraction in their writing and assist educators in designing assessment rubrics that emphasize this element to promote more engaging narrative writing.

Journal of English Language and Linguistics

Use of gamification to promote spelling skills of grade 3 students

Investigating English personal experience narrative texts of Thai learners of English as a foreign language