The Grammar Game: Measuring the Impact of Gamification on Passive Voice Mastery
DOI:
https://doi.org/10.54536/ajahs.v4i4.6016Keywords:
Digital Game-Based Learning, Engagement, Grammar Instruction, Motivation, Passive VoiceAbstract
This study examines the effectiveness of gamification tools in enhancing English as a Foreign Language (EFL) students’ motivation, engagement, and performance in grammar learning, specifically focusing on passive voice instruction. Employing a quasi-experimental design with control and experimental groups, this research examined 140 participants across three private schools, utilizing the Presentation, Practice, and Production (PPP) methodology. The experimental group engaged with digital gamification platforms (Baamboozle, Nearpod, Blooket, and Padlet), while the control group received traditional paper-based instruction. Data collection involved systematic classroom observation, performance assessments, and motivation questionnaires. Results indicate that gamified instruction significantly enhanced student motivation (p < 0.01), engagement levels (p < 0.001), and grammatical accuracy (p < 0.05) compared to traditional methods. However, challenges emerged regarding technology-related distractions and AI assistance usage. These findings contribute to the growing body of research on educational technology integration in EFL contexts and provide practical implications for grammar instruction in digitally equipped private educational settings.
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