INTEGRATION OF GAMIFICATION APPROACH IN EFL CLASSROOM CONTEXT
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Abstract
This study aimed to investigate whether the integration of gamification approach in English classroom for English-majored students was effective in improving their English syntactic knowledge and to explore the students’ opinions on the integration of gamification approach in their classrooms. The sample group was divided into the experimental and control groups with a total number of 64, and each group equally consisted of 32 students in the first semester of the 2020 academic year. They enrolled in the English Syntax 1 core course in sections 1 and 2 respectively. The control group was given an ordinary lecture using a course-book with the supplementary materials. However, the experimental group was integrated the gamification approach in the learning process. The research instruments included the pre- and post- tests, and a questionnaire on integrating gamification. The results revealed that the posttest mean of the experimental group was higher than that of the control group. It can be concluded that using the integration of gamification approach could significantly enhance the students’ English syntactic knowledge. Additionally, the overall opinions on the integration of gamification approach were at a highest level (4.61).
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