Reducing Anxiety among EFL Learners through Gamification: An Empirical Study of Instructional Impact
Keywords:
language learning anxiety; EFL learners; gamification; ClassPoint; higher educationAbstract
Language learning anxiety is a significant issue faced by English as a Foreign Language (EFL) learners. This study employed a mixed-methods approach to investigate the impact of gamified instruction using ClassPoint on English language learning anxiety among 46 Thai EFL university students enrolled in the English for Information Professionals course. The intervention was conducted over one academic semester. Quantitative data were analyzed using paired-sample t-tests via SPSS, while qualitative data were analyzed through thematic analysis using a coding process verified by inter-rater reliability. Quantitative data from pre- and post-intervention anxiety scales indicated a statistically significant reduction in the learners’ anxiety across all dimensions, including classroom environment anxiety, self-confidence anxiety, language skills anxiety, and academic achievement anxiety. Qualitative feedback further revealed that the anonymous participation and game-like features enhanced learners’ motivation, confidence, and enjoyment. Despite some concerns about competition and time constraints, the majority of the learners positively perceived the integration of ClassPoint. Overall, gamification proved to be an effective pedagogical tool for reducing EFL anxiety and enhancing engagement in this higher education context.
https://doi.org/10.26803/ijlter.24.9.5
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