Exploring the Transformative Effects of Gamified Learning on Writing and Metacognition in an EFL University Context: An Account of Blended Learning Landscape
Guardado en:
| Publicado en: | LEARN Journal: Language Education and Acquisition Research Network vol. 18, no. 1 (2025), p. 513 |
|---|---|
| Autor principal: | |
| Otros Autores: | |
| Publicado: |
Language Institute of Thammasat University
|
| Materias: | |
| Acceso en línea: | Citation/Abstract Full text outside of ProQuest |
| Etiquetas: |
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
MARC
| LEADER | 00000nab a2200000uu 4500 | ||
|---|---|---|---|
| 001 | 3216684569 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 2630-0672 | ||
| 035 | |a 3216684569 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a EJ1470862 | ||
| 100 | 1 | |a Nilubol, Kittichai | |
| 245 | 1 | |a Exploring the Transformative Effects of Gamified Learning on Writing and Metacognition in an EFL University Context: An Account of Blended Learning Landscape | |
| 260 | |b Language Institute of Thammasat University |c 2025 | ||
| 513 | |a Report Article | ||
| 520 | 3 | |a This study investigates the effects of a Gamified Learning Model (GLM) on the writing skills and metacognitive awareness of Thai EFL university students within a blended learning environment. Employing a quasi-experimental one-group pretest-posttest design alongside a Concurrent Embedded mixed-methods approach, the research scrutinizes the efficacy of GLM in enhancing English language writing skills and metacognitive awareness. Quantitative findings, obtained from the paired t-test, revealed significant improvements in students' writing skills post-intervention, with average scores escalating from 11.97 to 19.92 (p<0.01), alongside a notable enhancement in metacognitive awareness, as evidenced by increased mean scores in metacognitive awareness questionnaire items. Qualitative feedback, gained from semi-structured interviews and reflective journals, further illuminated students' positive perceptions towards the GLM, highlighting its role in fostering engagement and facilitating a deeper understanding of writing tasks and strategies. The study underscores the transformative potential of gamified learning in EFL contexts, advocating for its integration as a dynamic component of language education pedagogy. Implications for future research include exploring varied gamified learning approaches across diverse educational settings to validate and extend these findings. | |
| 651 | 4 | |a Thailand | |
| 653 | |a English (Second Language) | ||
| 653 | |a Second Language Learning | ||
| 653 | |a Second Language Instruction | ||
| 653 | |a Game Based Learning | ||
| 653 | |a College Students | ||
| 653 | |a Blended Learning | ||
| 653 | |a Metacognition | ||
| 653 | |a Writing Skills | ||
| 653 | |a Writing Instruction | ||
| 653 | |a Instructional Effectiveness | ||
| 653 | |a Student Attitudes | ||
| 653 | |a Feedback (Response) | ||
| 653 | |a Diaries | ||
| 653 | |a Positive Attitudes | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Transformative Learning | ||
| 653 | |a Teaching Methods | ||
| 653 | |a Writing Improvement | ||
| 653 | |a Foreign Countries | ||
| 700 | 1 | |a Sitthitikul, Pragasit | |
| 773 | 0 | |t LEARN Journal: Language Education and Acquisition Research Network |g vol. 18, no. 1 (2025), p. 513 | |
| 786 | 0 | |d ProQuest |t ERIC | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3216684569/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full text outside of ProQuest |u http://eric.ed.gov/?id=EJ1470862 |