Unlocking the Magic of Gamification for Preschool Language Learners: A Non-digital Approach to Boosting Reading Engagement at Home: 探究非數位遊戲對於提升幼兒居家閱讀之成效

Alan K. Murray, I. Shan Jenny Chen*, Yeu Ting Liu*

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

摘要

Gamification has proven to be an effective strategy for enhancing engagement and motivation in ESL/EFL settings. However, its potential in at-home language learning environments, especially for young preschoolers, remains uncertain. This study examines the application of non-digital gamification as an educational tool in a kindergarten EFL class to encourage at-home English reading practice. The research discovered that the gamified reading approach positively affected both oral reading fluency and young EFL learners’ attitudes toward reading. Additionally, the treatment resulted in increased voluntary exposure to the target language, demonstrated by the participants reporting 900 more instances of at-home reading practice compared to the control group. Notably, the study revealed a larger within-group variation in the treatment group, indicating that differentiated instruction and remedial support might be essential for gamification treatments, especially for those with low proficiency. The findings imply that gamification can serve as a valuable tool in decreasing young EFL learners’ negative feelings toward reading and speaking English, enhancing their motivation to engage in at-home reading practice and improving their reading skills.

原文英語
期刊English Teaching and Learning
DOIs
出版狀態接受/付印 - 2024

ASJC Scopus subject areas

  • 教育
  • 語言和語言學

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