The Effects of Gamified Learning Using PowerPoint Games on Young ESL Learners’ Engagement and Performance in Speaking

Stephenie Omila, Ujan Roy (2025) The Effects of Gamified Learning Using PowerPoint Games on Young ESL Learners’ Engagement and Performance in Speaking. Masters thesis, Universiti Malaysia Sarawak (UNIMAS).

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Abstract

Gamified learning has gained popularity in language teaching and learning in the last two decades. This action research aimed to investigate the effects of gamified learning using interactive PowerPoint games on young ESL learners’ engagement and performance in speaking. A gamified learning environment comprising six lessons was planned and conducted. The study involved 11 Year 4 learners aged 10 to 11 from a suburban school located in Sarawak, Malaysia, with low enrolment and zero Internet connectivity throughout the six cycles of study. This study employed reflective teaching journal entries to help develop the gamified learning framework, an observation checklist to acquire data on learners’ engagement and a pre-post-test to evaluate their speaking performance. The data from reflective teaching journals were analysed using inductive content analysis while observation and speaking test data utilized descriptive statistics analysis. The reflective teaching journals' findings suggest that it established a framework and guidelines for designing and implementing a gamified learning environment for teaching speaking. The observation checklist data show that the learning engagement in behavioural, cognitive and emotional components had positive outcomes, such as showing eagerness, making an effort to speak English and being excited about completing the speaking activity while implementing the gamified learning approach. The speaking test results also show that the gamified learning approach improved the learners ’ speaking performance by significantly increasing their scores from the pretest to the post-test. This study also revealed that the utilisation of the reflective teaching journals significantly contributed to the learners’ engagement and speaking performance, as the researcher was continuously making relevant modifications to the gamified learning materials to better improve pupils’ learning outcomes. In summary, these findings aim to raise awareness among ESL practitioners about the benefits of adopting a gamified learning approach using interactive PowerPoint games to enhance teaching and learning outcomes.

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