This research aimed to: 1) analyze the effects of game-based learning in learning and reviewing English grammar, 2) compare academic achievement between male and female students after using games for review, and 3) study satisfaction of Grade 11 students in course EN 32102 Integrated English. The research employed a one-group pretest-posttest experimental design with 63 students from 3 classrooms. Data collection included pre- and post-tests, and a satisfaction questionnaire. Data analysis used dependent sample t-tests for pre-post comparisons, independent sample t-tests for gender comparisons, and descriptive statistics for satisfaction analysis. Results revealed that game-based learning significantly improved students' post-test scores compared to pre-test scores at the .05 level (t(62) = 8.512, p = .000). Male students scored significantly lower than female students in certain lessons at the .05 level. Students demonstrated high satisfaction with this approach (M = 3.93, SD = 0.68). This research demonstrates that game-based learning for English grammar effectively increases academic achievement, creates enjoyment, and reduces boredom in grammar learning.

Authors:
Sutheerawan Suwannatrai, Suranaree University of Technology, Thailand
Suricha Thanwisai, Suranaree University of Technology, Thailand

About the Presenter(s)
Ms.Sutheerawan Suwannatrai is currently an English teacher at Surawiwat School, Suranaree University of Technology in Thailand. Her professional interests include English as a Foreign Language (EFL) pedagogy and classroom-based research approaches.

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