First-Year English Majors' Attitudes Toward Game-Based Learning in the English Language Preparatory Program
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Abstract
This article aimed to (1) examine the attitudes of first-year English major students toward game-based learning (GBL) in the English language preparatory program, and (2) investigate instructors’ perspectives on GBL in the same program. A mixed-methods research design was employed to view student and instructor experiences comprehensively. The sample consisted of 60 first-year English major students and six instructors from the English language program, selected through purposive sampling. Quantitative data were collected using a questionnaire that employed a 5-point Likert scale. Qualitative data were gathered through semi-structured interviews, an observation checklist, and reflective journals to gain in-depth insights. Data analysis was performed using descriptive statistics for the quantitative data and content analysis for the qualitative data. The findings revealed that students exhibited a highly positive attitude toward GBL, with an overall mean score of 4.11 out of 5, indicating strong cognitive, affective, and behavioral engagement. Moreover, instructors expressed positive views regarding implementing GBL in the preparatory program. They observed that game-based learning not only fostered a supportive classroom atmosphere but also stimulated positive student behaviors and contributed to the development of favorable attitudes toward English language learning.
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