Using Game-Based Learning to Enhance English Speaking Ability of First-Year English Major Students at Lampang Rajabhat University

Abstract

This study aimed to examine the effects of game-based learning on English speaking ability and to explore students’ opinions after instruction using game-based learning. The population consisted of 60 first-year undergraduate students majoring in English in the Faculty of Education at Lampang Rajabhat University who were enrolled in the course English Listening and Speaking I during the second semester of the 2024 academic year. Purposive sampling was employed. The research instruments included four game-based activity plans, each consisting of eight periods of 50 minutes, totaling 32 periods. Data collection instruments comprised an English-speaking ability assessment and an opinion questionnaire regarding game-based learning. Data were analyzed using mean, percentage, standard deviation, and frequency distribution. The results were as follows:

            1) The students’ English-speaking ability after receiving game-based instruction met the criterion at 77.21 percent, exceeding the predetermined criterion of 50 percent.

            2) Based on the frequency distribution of responses to the opinion questionnaire, the majority of students (16 students, 26.7%) reported that game-based learning was enjoyable, motivating, and not boring, while 15 students (25%) indicated that they became more confident in expressing themselves in English.

            In summary, game-based learning was found to enhance students’ English-speaking ability, as learners were able to accurately select and retain vocabulary, phrases, and sentences appropriate to speaking contexts. Students also demonstrated increased confidence, and collaborative game activities with peers fostered social interaction that effectively supported the development of English-speaking skills.