The Effect of Game-Based Learning on English Language Proficiency and Motivation: The Case of Grade 4 Bishari Primary School and Tullube Primary School
DOI:
https://doi.org/10.20372/star.V14.i4.04Keywords:
Game-Based Learning, Proficiency, Student Motivation, Language ProficiencyAbstract
This study investigates the effect of game-based learning (GBL) on the improvement of English proficiency and learning motivation among fourth-grade learners in Teaching English as a Foreign Language (TEFL) classrooms at Bishari and Tullube Primary Schools. A total of 250 students and five English teachers participated in the research. The researchers used a convergent mixed-methods design, collecting information through pre- and post-tests, motivation surveys, classroom observations, and teacher interviews. The quantitative results revealed that learners exposed to lessons incorporating games achieved greater progress in both language performance and motivation than those taught through traditional methods. Qualitative findings supported this result, showing enhanced engagement, confidence, cooperation, participation, and noticeable growth in vocabulary, grammar, and oral fluency. However, teachers reported several difficulties, such as challenges in classroom management during games, insufficient preparation time, limited access to instructional resources, and inadequate training in applying GBL techniques. In conclusion, the study affirms that game-based learning significantly fosters both the cognitive and emotional aspects of English language learning. It suggests embedding GBL methods into TEFL programs and providing continuous professional training for educators. Further research should focus on exploring the lasting effects of GBL and identifying the most effective game types for similar teaching environments.
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