A Study of Game-Based Learning to Develop English Speaking Skills for Grade 9 Students at Government High School Monyo Township, Myanmar
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Abstract
This research aimed to study the effectiveness of Game-Based Learning (GBL) in developing English speaking skills for Grade 9 students at Government High School, Monyo Township, Myanmar. The objectives were: (1) to examine the effectiveness of GBL in improving English speaking skills, (2) to compare students' speaking performance before and after GBL implementation, and (3) to analyze students' perceptions and satisfaction toward learning English through GBL. The study used a pre-experimental one-group pre-test and post-test design. The sample comprised 15 Grade 9 students selected by purposive sampling. Data collection tools included pre- and post-speaking performance tests, observation checklists, and a satisfaction questionnaire. Data were analyzed using descriptive statistics, paired sample t-tests, and content analysis.
The findings showed that (1) GBL significantly enhanced students' English speaking abilities, (2) the post-test scores were significantly higher than the pre-test scores, indicating improved fluency, vocabulary, pronunciation, and communicative competence, and (3) students expressed high satisfaction with GBL, noting increased motivation, engagement, and confidence in speaking English. These results suggest that GBL not only contributes to measurable language improvement but also fosters a positive learning environment. Students actively participated in games such as role-play, storytelling, and vocabulary activities, which created authentic contexts for language use.
Moreover, the incorporation of games reduced students' anxiety and made English speaking more approachable and enjoyable. The positive emotional atmosphere and interactive nature of the games encouraged learners to practice speaking more willingly. GBL also promoted peer learning and collaboration, allowing students to build social as well as linguistic competence. Overall, GBL proved to be a practical and impactful teaching strategy suited to the needs of young learners in Myanmar. The research contributes valuable insights for language teachers and curriculum designers aiming to enhance communicative skills in EFL contexts.
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