ESL preservice teachers’ readiness towards the use of gamification in the classroom

Tee, Yun Jia (2024) ESL preservice teachers’ readiness towards the use of gamification in the classroom. Final Year Project, UTAR.

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Abstract

In Malaysia, student-centred active learning environment with the integration of technology is important for English as a Second Language (ESL) teachers to improve students' higher order thinking skills. The TPACK framework can be used for effective technology teaching and can help assess preservice teachers’ (PSTs’) readiness level to integrate technology. Gamification can enhance student motivation and social skills, aligning with constructivist theory by fostering interaction, collaboration, and knowledge building. It can help PSTs to perform well in teaching, thereby enhancing their confidence and motivation to utilize technology in education. Therefore, this study aims to investigate the readiness level of PSTs in implementing gamification techniques in ESL education and analyse the significance of differences in readiness among ESL PSTs to implement gamification between genders. A quantitative approach was employed using a Google Form questionnaire (adapted from Schmidt et al. (2009) and Ghazali (2020) research’s survey questions) to collect data from fifty-two (52) participants enrolled in the Education (ED) course at UTAR Kampar Campus, Perak. Through descriptive analysis and t-test, it was found that PSTs’ readiness level to implement gamification was high, and the role of genders did not affect readiness level significantly. This study provides deeper insight into PSTs’ ability and belief to adapt gamification while integrating technology.

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