LEVELING UP LANGUAGE LEARNING: THE IMPACT OF GAMIFICATION ON ACADEMIC SELF-EFFICACY OF GRADE 12 EFL STUDENTS IN PUBLIC SECONDARY SCHOOLS IN CHONBURI PROVINCE
DOI:
https://doi.org/10.64186/jsp2899%20คำสำคัญ:
Academic Self-Efficacy , Gamification, EFL Learners , Language Learning Enhancementบทคัดย่อ
Academic self-efficacy is a critical psychological construct influencing learners’ motivation, persistence, and achievement in foreign language learning; however, empirical evidence in secondary-level EFL contexts remains limited. This study investigated the effects of gamification on the academic self-efficacy of Grade 12 students learning English as a Foreign Language (EFL) in public secondary schools in Chonburi Province, Thailand. Employing a mixed-methods explanatory sequential design, the study first adopted a quasi-experimental pre-test–post-test approach, followed by focus group interviews to gain in-depth insights into students’ learning experiences. A total of 83 students participated, with 42 assigned to an experimental group receiving instruction integrated with Duolingo for Schools and 41 assigned to a control group receiving traditional instruction. Quantitative data were analyzed using paired-sample and independent-sample t-tests. The results revealed a statistically significant improvement in academic self-efficacy among students in the experimental group, with mean scores increasing from 2.85 (SD = 0.45) to 4.10 (SD = 0.35), while the control group obtained a lower post-test mean score of 3.40 (SD = 0.40) (p < .01). Qualitative findings corroborated the quantitative results, indicating that the gamified learning environment promoted engagement, motivation, and autonomous learning through features such as immediate feedback, progress tracking, and game-based challenges.
The findings suggest that gamification, when systematically integrated into formal EFL instruction, can significantly enhance students’ academic self-efficacy. This study provides empirical support for the pedagogical value of gamified learning environments and offers practical implications for educators and policymakers seeking to strengthen learner engagement and psychological readiness in secondary-level EFL classrooms.
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