Development of English Speaking Skills Using Gamification for Grade 9 Students at Gon Min Khone Secondary School in Paukkhaung, Myanmar

Main Article Content

Ven Kovidajoti

Abstract

This study investigated the use of gamification to develop English speaking skills among Grade 9 students in Myanmar. The objectives were: (1) to explore the implementation of gamification in English speaking skill development within a classroom setting, (2) to determine the impact of gamification on the English speaking proficiency of Grade 9 students, and (3) to evaluate students’ satisfaction with gamified learning. The participants were 20 Grade 9 students from Gon Min Khone Secondary School in Paukkhaung Township, Myanmar. A pre-experimental, one-group pre-test/post-test design was employed. Gamification was integrated into five English speaking lessons using a gamification manual, interactive lesson plans, and various game elements (e.g. point systems, badges, leaderboards, role-playing games). Data were collected through a student interest questionnaire, speaking skill pre-test and post-test assessments, and a student satisfaction questionnaire. Data analysis involved the use of percentages, mean (𝑋̅), and standard deviation (S.D.). The findings revealed a high level of student interest in gamified speaking activities. The average speaking proficiency improved significantly from a low pre-test level of 51% to a post-test score of 70.5%, indicating notable gains in speaking skills. Students also expressed a high level of satisfaction with the gamified learning approach (𝑋̅ = 4.41, S.D. = 0.59), which corresponds to approximately 83% satisfaction. These results suggest that gamification can be an effective strategy to enhance English speaking skills and student engagement in secondary school classrooms.

Article Details

How to Cite
Ven Kovidajoti. (2025). Development of English Speaking Skills Using Gamification for Grade 9 Students at Gon Min Khone Secondary School in Paukkhaung, Myanmar. Journal of Asian Language Teaching and Learning, 6(2), 110–125. retrieved from https://so10.tci-thaijo.org/index.php/jote/article/view/2837
Section
Research Article

References

References

Alptekin, C., Erçetin, G., & Bayyurt, Y. (2007). “The Effectiveness of a Theme-Based Syllabus for Young L2 Learners.” Journal of Multilingual and Multicultural Development, 28(5), 345–362.

Brown, H. D. (2001). “Teaching Methods in the Language Classroom.” Modern Language Teaching, 5(2), 93–101.

Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum.

Halim, A. (1999). “English Language Mastery and Its Implications.” Journal of Language Studies, 1(1), 1–10.

Kapp, K. M. (2012). The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education. San Francisco: Pfeiffer.

Kessler, G. (2018). “Technology and the future of language teaching.” In Future Directions in Applied Linguistics. Cambridge University Press.

Khin Su Su Win. (2021). “The English Language Teaching Approach and the Challenges Presented by Myanmar ELT Teachers.” International Journal of Science and Research (IJSR), 10(1), 1234–1238.

Lishanin, S., Shanmuga, N., & Hashim, H. (2020). “A Systematic Review on Gamified Learning for Improving Language Skills in ESL Classrooms.” Journal of Education and e-Learning Research, 7(4), 387–392.

Portolés, C. H., Martí, A., & González, A. (2015). “Impact of the Gamification Program Kahoot on English Language Learning.” Proceedings of EDULEARN, 2015, 5218–5222.

Reinhardt, J., & Thorne, S. L. (2016). “Metaphors for Digital Games and Language Learning.” CALICO Journal, 33(2), 32–47.

Stefan, K., López, M., & García, P. (2021). “Using Gamification to Develop Vocabulary and Grammar Among A1-Level English Students: A Quasi-Experimental Study.” International Journal of Game-Based Learning, 11(3), 15–26.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.