"Flipping the Language Classroom:" Effects of Gamifying Instruction in the English Language Proficiency of Filipino ESL Students

Autor/inn/en	Orejuela, Jerome G.; Tolin, Marife R.; Soreta, Myla O.; Ocampo, Darrel M.
Titel	"Flipping the Language Classroom:" Effects of Gamifying Instruction in the English Language Proficiency of Filipino ESL Students
Quelle	2 (2022) 1, S.95-105 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ocampo, Darrel M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2583-1720
Schlagwörter	Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Game Based Learning; Language Proficiency; Grade 8; Junior High School Students; Instructional Effectiveness; Comparative Analysis; Intervention; Pretests Posttests; Language Tests; Achievement Gains; Reading Comprehension; Vocabulary Development; Grammar; Laboratory Schools; Philippines + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Language skills; Sprachkompetenz; School year 08; 8. Schuljahr; Schuljahr 08; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Unterrichtserfolg; Language test; Sprachtest; Achievement gain; Leistungssteigerung; Leseverstehen; Wortschatzarbeit; Grammatik; Laborschule; Philippinen
Abstract	The study aimed to determine the effectiveness of gamifying instruction in the English language proficiency of Grade 8 Filipino ESL students in one University in Bicol, Philippines, that offers Junior High School. The quasi-experimental single pretest-posttest design was used in the study. The researcher-made test which underwent series of validation was given before and after the intervention period to determine the level of English proficiency and level of effectiveness of the games. Statistical treatment was done employing frequency count, T-test and Analysis of Variance (ANOVA). The findings revealed that there was significant difference between the pretest and posttest of the respondents using gamification. Thus, it can be inferred that the games helped in improving the level of English proficiency of the Grade 8 students. The statistical test results disclosed further that the effectiveness of the three games introduced to the students were significantly high. With these findings, it was recommended that language teachers should use gamification as supplementary instructional material in improving the English proficiency of the students. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01