ENHANCING THE ENGLISH PROFICIENCY THROUGH GAMIFIED LEARNING TOOLS OF PRIMARY 5 STUDENTS IN THE MODERN LANGUAGE PROGRAM AT ASSUMPTION COLLEGE NAKHONRATCHASIMA, THAILAND

Abstract

Improving English language proficiency in Thai primary schools remains a national priority; however, traditional teaching methods often fail to engage young learners effectively. This study examined the impact of gamified learning tools on English proficiency among 68 Primary 5 students in the Modern Language Program at Assumption College Nakhonratchasima. A quasi-experimental design was employed using a researcher-developed pretest and posttest to assess five key competencies: vocabulary, spelling, grammar, sentence construction, and reading comprehension. Students were divided into two groups: the experimental group (n = 41) received instruction using digital gamified tools (Blooket, Kahoot!, and Wordwall), while the control group (n = 27) received traditional instruction. Both groups had two English classes per week over 10 weeks. Results indicated that the experimental group significantly outperformed the control group in all five competencies (p < .05), with the greatest gains observed in grammar and sentence construction. These findings suggest that gamified instruction can be a powerful supplement to English language teaching, improving both engagement and proficiency. Further implementation in primary classrooms could support broader education goals in Thailand.