Effects of Game-based Learning on Grammatical Knowledge of EFL Secondary School Students in the South of Thailand
Article Sidebar
Main Article Content
Abstract
The purposes of this study were: 1) to investigate students’ grammatical knowledge of secondary school students in the south of Thailand by using game-based learning and 2) to study students’ satisfaction towards game-based learning. The target group consisted of 35 students who were in Grade 8 in a school in the south of Thailand. The study was conducted in the second semester for 13 weeks. The instruments used in this research were 1) the English grammar achievement test used as a pretest and posttest, and 2) a set of satisfaction questionnaires towards using game-based learning in English grammar learning. The results of this research were as follows: 1) the student’s knowledge on English grammar post-test (M = 18.69) was higher than pre-test (M = 13.80) with the statistically significant level of .05 (P-value < .05) and 2) the students were satisfied with learning English grammar by using game-based learning at the highest level (M = 4.67, S.D. = 0.69)
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
© 2018 by Asian Journal of Arts and Culture, Walailak University. All rights reserved.
References
Abdo, I. B., & Al-Awabdeh, A.H. (2017). Animated videos prove to be beneficial in teaching English grammar as EFL: a neurological study of how students learn and retain English grammar. Creative Education, 8(09), 1415.
Action, R. F. (2020). Teacher Use of Digital Tools: Results of a Survey of District Teachers in Philadelphia, Pittsburgh, Scranton and Neshaminy. Retrieved from https://www.researchforaction.org/research-resources/k-12/teacher-perceptions-of-online-teaching-tools-during-covid-19/
Alawamleh, M., Al-Twait, L. M., & Al-Saht, G. R. (2020). The effect of online learning on communication between instructors and students during Covid-19 pandemic. Asian Education and Development Studies, 11(2), 380-400. https://doi.org/10.1108/AEDS-06-2020-0131
Cam, L., & Tran, T. M. T. (2017). An evaluation of using games in teaching English grammar for first year English-majored students at Dong Nai Technology University. International journal of learning, teaching and educational Research, 16(7), 55-71.
Fang, L., Tuan, L. A., Hui, S. C., & Wu, L. (2018). Personalized question recommendation for English grammar learning. Expert Systems, 35(2), e12244.
Gaux, C., & Gombert, J. (1999). Implicit and explicit syntactic knowledge and reading in pre‐adolescents. British Journal of Developmental Psychology, 17(2), 169-188.
Haastrup, K. (1991). Lexical inferencing procedures, or, talking about words: Receptive procedures in foreign language learning with special reference to English. Germany: Gunter Narr Verlag.
Idris, M. I., Said, N. E. M., & Tan, K. H. (2020). Game-based learning platform and its effects on present
tense mastery: Evidence from an ESL classroom. International journal of learning, teaching and educational Research, 19(5), 13-26.
Jeon, E. H., & Yamashita, J. (2014). L2 reading comprehension and its correlates: A meta‐analysis. Language learning, 64(1), 160-212.
Kelly, P. (1990). Guessing: No substitute for systematic learning of lexis. System, 18(2), 199-207.
Mike., S. (2006). Teaching grammar – Does teaching grammar work? Retrieved from www.mikeswan.co.uk/elt-applied-linguistics/teaching-grammar.htm.
Mahayanti, N. W. S., Kusuma, I. P. I., & Wibawa, S. (2020). Digital Game–Based Learning in EFL: Its Effect on Young Learners’ Self-Regulated Learning. The Asian ESP Journal, 16(2.1), 5-30.
Matas, C. P., & Natolo, M. (2011). Love Grammar: Student-driven Grammar Learning Games. International Journal Of Learning, 17(10). 371-382.
Morvay, G. (2012). The relationship between syntactic knowledge and reading comprehension in EFL learners. Studies in Second Language Learning and Teaching, SSLLT 2(3), 415-438.
Paribakht, T. S., & Wesche, M. (1999). Reading and “incidental” L2 vocabulary acquisition: An introspective study of lexical inferencing. Studies in second language acquisition, 21(2), 195-224.
Pivec, M., Dziabenko, O., & Schinnerl, I. (2003). Aspects of game-based learning. In Proceedings of The 3rd International Conference on Knowledge Management, (pp.216-225). Graz, Austriaz: Graz University of Technology.
Plass, J. L., Mayer, R. E., & Homer, B. D. (2020). Handbook of game-based learning. Massachusetts, U.S.A: MIT Press.
Qian, D. D. (2002). Investigating the relationship between vocabulary knowledge and academic reading performance: An assessment perspective. Language learning, 52(3), 513-536. Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching: An anthology of current practice. Cambridge, United Kingdom: Cambridge university press.
Richards, J. C., & Reppen, R. (2014). Towards a pedagogy of grammar instruction. RELC Journal, 45(1), 5-25.
Savignon, S. J. (2005). Communicative language teaching: Strategies and goals. In Handbook of research in second language teaching and learning. England, UK: Routledge.
Susoy, Z., & Tanyer, S. (2019). The role of vocabulary vs. syntactic knowledge in L2 reading comprehension. Eurasian Journal of Applied Linguistics, 5(1), 113-130.
Tunmer, W. E., Nesdale, A. R., & Wright, A. D. (1987). Syntactic awareness and reading acquisition. British Journal of Developmental Psychology, 5(1), 25-34.
Unit, L. L. a. T. (2016). The Common European Framework of Reference for Languages (CEFR) for Secondary Level. Retrieved from http://ltu.obec.go.th/english/2013/index.php/th/component/ attachments/download/93.
Widodo, H. (2006). Approaches and procedures for teaching grammar. English teaching, 5(1), 121-141.
Zhang, D. (2012). Vocabulary and grammar knowledge in second language reading comprehension: A structural equation modeling study. The modern language journal, 96(4), 558-575.