Evaluating the efficacy of computer games-based learning intervention in enhancing English speaking proficiency
Omar Al-Jamili,
Musharraf Aziz,
Fathey Mohammed,
Abdullah Almogahed,
Abdulwadood Alawadhi
Affiliations
Omar Al-Jamili
Department of Computers and Information Technology, Faculty of Engineering and Computing, University of Science and Technology, Yemen; Corresponding author.
Musharraf Aziz
Department of Computers and Information Technology, Faculty of Engineering and Computing, University of Science and Technology, Yemen; Department of Applied Linguistics, Faculty of Administrative and Human Sciences, University of Science and Technology, Yemen; Department of Information Technology, Faculty of Engineering and Information Technology, Taiz University, Taiz, Yemen; Department of Software Engineering, Faculty of Engineering and Information Technology, Taiz University, Taiz, Yemen
Fathey Mohammed
Department of Information Technology, Faculty of Engineering and Information Technology, Taiz University, Taiz, Yemen
Abdullah Almogahed
Department of Computers and Information Technology, Faculty of Engineering and Computing, University of Science and Technology, Yemen; Department of Applied Linguistics, Faculty of Administrative and Human Sciences, University of Science and Technology, Yemen; Department of Information Technology, Faculty of Engineering and Information Technology, Taiz University, Taiz, Yemen; Department of Software Engineering, Faculty of Engineering and Information Technology, Taiz University, Taiz, Yemen
Abdulwadood Alawadhi
Department of Computers and Information Technology, Faculty of Engineering and Computing, University of Science and Technology, Yemen
The use of learning games in education, particularly for second language (L2) acquisition, has gained significant traction recently, establishing game-based learning as a notable academic discipline. This study examines how computer game-based learning influences ESL undergraduates’ speaking abilities, comparing traditional teaching methods with game-based teaching techniques. The study employed action research utilizing a control-experimental groups technique with a sample of 60 learners. Data were collected through observation sessions, interviews, as well as pre-tests and post-tests on English speaking skills. Upon comparing the scores of the control and experimental groups, the experimental group showed greater improvement in speaking skills. This study provides significant insights into the area of game-based learning using computers, particularly among international students in ESL contexts.
