Accessing Effect of Gamification for Primary Pupils’ English Learning Performance

Abstract

In this era of technology, gamification is one of the ways to motivate students on second language learning. There is an existence of English learning issue in the four English basic skills which are speaking, listening, reading and writing skills for Malaysia’s students. Hence, there is a necessity of finding suitable strategies to help English language learning in Malaysia’s education. This study was mainly focused on the effect of gamification for primary pupils’ English learning performance based on four English basic skills. This study also intended to find out the perceptions of Year 4 pupils on acceptance of gamification via Duolingo. The study investigated the relationship between the overall English performance of pre-test and post-test and the influence of gamification towards English performance. The sample group consisted of 30 Year 4 pupils from a primary school in Johor Bahru district had been selected through purposive sampling for this quantitative study. Survey, pre-test and post-test were being used to collect the data of the study. The results showed that the pupils’ acceptance of gamification is highly positive based on the four basic English skills. According to the findings, although there was no relationship between both of the overall performance tests and no influence found in the study but positive effect of gamification via Duolingo was found on the Year 4 pupils English performance based on listening, speaking, reading and writing skills. The findings of this study will provide a vital contribution to the education field by giving a new option of choosing gamification educational tool to enhance second language education. Overall, gamification in technology can be a good educational tool for English language learning but educators must organise the lesson plan well by not deviating from the key focus of the learning.