The Impact of Digital Game-Based Learning to Enhance English Spelling for Primary Students

Sudarat Intoon; Surattana Adipat; Rattanawadee Chotikapanich

doi:10.34293/education.v13i4.9225

Sudarat Intoon Ramkhamhaeng University, Thailand
Surattana Adipat Ramkhamhaeng University, Thailand https://orcid.org/0000-0002-2433-1547
Rattanawadee Chotikapanich Ramkhamhaeng University, Thailand

DOI: https://doi.org/10.34293/education.v13i4.9225

Keywords: English Spelling Ability, Game-Based Learning, Primary Students, Digital Learning, Quasi-Experimental Design, English as Foreign Language (EFL)

Abstract

This study aims to investigate the development of English spelling ability through game-based learning (GBL). A quasi-experimental one-group pre test-post test design was employed among 24 Grade 3 students in a school in Thailand who were chosen using purposive sampling in the second semester of the 2024 academic year. The research instruments included three lesson plans, and English spelling ability tests. Means, standard deviations, and a t-tests were used to analyze data. The findings indicated a statistically significant difference between the performance of the students in spelling before and after engaging in GBL activities. They affirmed the strength of GBL in promoting spelling skills by boosting learner motivation, active involvement, and suppression of learning anxiety. These findings also demonstrate how GBL can develop a cooperative, reciprocal learning experience. Future research should incorporate a control group for comparison, involve a larger and more diverse sample across different schools or regions, and employ longitudinal studies to measure the long-term effects of GBL on English spelling abilities.