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Exploring the Transformative Effects of Gamified Learning on Writing and Metacognition in an EFL University Context: An Account of Blended Learning Landscape

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Vydáno v:LEARN Journal: Language Education and Acquisition Research Network vol. 18, no. 1 (2025), p. 513
Hlavní autor: Nilubol, Kittichai
Další autoři: Sitthitikul, Pragasit
Vydáno:
Language Institute of Thammasat University
Témata:
Thailand
English (Second Language)
Second Language Learning
Second Language Instruction
Game Based Learning
College Students
Blended Learning
Metacognition
Writing Skills
Writing Instruction
Instructional Effectiveness
Student Attitudes
Feedback (Response)
Diaries
Positive Attitudes
Learner Engagement
Transformative Learning
Teaching Methods
Writing Improvement
Foreign Countries
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Abstrakt: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.
ISSN:2630-0672
Zdroj:ERIC