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The THE EFFECTS OF GAME-BASED LEARNING ON ENGLISH VOCABULARY OF GRADE 1 STUDENTS AT A CHINESE PRIMARY SCHOOL IN SICHUAN |
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| รหัสดีโอไอ | |
| Creator | Liu wuting |
| Title | The THE EFFECTS OF GAME-BASED LEARNING ON ENGLISH VOCABULARY OF GRADE 1 STUDENTS AT A CHINESE PRIMARY SCHOOL IN SICHUAN |
| Contributor | Anchalee Chayanuvat |
| Publisher | ชมรมวิทยาลัยนวัตกรรมการจัดการ |
| Publication Year | 2569 |
| Journal Title | วารสารวิชาการ การจัดการภาครัฐและเอกชน |
| Journal Vol. | 8 |
| Journal No. | 1 |
| Page no. | 355-367 |
| Keyword | Game-based learning, Vocabulary acquisition, Student satisfaction, Primary EFL education, China |
| URL Website | https://so02.tci-thaijo.org/index.php/appm |
| ISSN | 2774-1036 |
| Abstract | This study investigated the effects of game-based learning (GBL) on English vocabulary acquisition and student satisfaction among Grade 1 students at a primary school in Sichuan, China, addressing a gap in empirical work at the early primary level. A mixed-methods design combined a one-group pre/post-test with a brief satisfaction survey and structured classroom observations. Thirty Grade 1 students (ages 6–7) participated in eight 50-minute GBL lessons delivered across four weeks and aligned to the People’s Education Press (PEP) Grade 1 English curriculum. Instruments included parallel vocabulary tests (pre/post), a ten-item three-point Likert questionnaire, and an observation checklist capturing participation, affect, cooperation, vocabulary use, and teacher feedback. Quantitative results showed a statistically significant gain from pre-test (x ̅ = 48.33, SD = 13.956) to post-test (x ̅ = 66.43, SD = 8.799), t(29) = 8.671, p < .001. Satisfaction was uniformly high across enjoyment, engagement, memory retention, and application. The reliability of the satisfaction questionnaire was confirmed with Cronbach’sαis 0.861, indicating high internal consistency. Observations documented strong attention, positive emotions, and frequent accurate use of target vocabulary. Inter-rater reliability for classroom observations was measured using Weighted Cohen’s Kappa (κ= 0.83), reflecting almost perfect agreement. The findings indicate that short, curriculum-aligned GBL sequences can accelerate early EFL vocabulary learning while sustaining high learner satisfaction. Practical recommendations and a conceptual framework for implementation are provided, providing evidence for the pedagogical value of interactive, student-centered approaches in primary-level language education. |
