NATIONAL ECONOMICS UNIVERSITY FACULTY OF FOREIGN LANGUAGES DEPARTMENT OF BUSINESS ENGLISH NGUYEN PHUONG THUY INFLUENCE OF GAMIFICATION ON STUDENTS’ PERFORMANCE IN ENGLISH E-LEARNING OF YOUNG STUDENTS AT PANTADO ENGLISH CENTER NATIONAL ECONOMICS UNIVERSITY FACULTY OF FOREIGN LANGUAGES DEPARTMENT OF BUSINESS ENGLISH NGUYEN PHUONG THUY INFLUENCE OF GAMIFICATION ON STUDENTS’ PERFORMANCE IN ENGLISH E-LEARNING OF YOUNG STUDENTS AT PANTADO ENGLISH CENTER Hanoi, April, 2023 Nguyễn Phương Thùy — 11196262 — Business English 61A Acknowledgement During the implementation process, I received a lot of love and help from everyone. This is to acknowledge all those without whom this research would not have been possible. First and foremost, I cannot begin to express my pleasure and respect to all teachers in the Faculty of Foreign Language- NEU who gave me a wonderful education with meaningful lessons during the time when I was in university. Besides, I would like to send my thanks to Pantado English center which provided me a professional intern environment with beloved colleagues and students.
I would like to pay my special regards to my supervisor whose guidance is the important driving force behind my internship report. She gave me invaluable methodology throughout her enthusiasm, sincere, scientific experience to carry out and present the research works step by step. Her feedback remedies my mistakes. Our sincere gratitude goes to my family, National Economic University’s students, friends, people who physically and mentally support me in the process of collecting survey data and figuring out ideas.
Nguyễn Phương Thùy — 11196262 — Business English 61A Executive Summary After the internship period at Pantado English, I recognized the importance of improving the learning performance of English language learners as well as the potential of games in online learning programs. Therefore, this study aims to give practical findings and recommendations to Pantado English center by investigating “the influence of gamification on students’ academic performance in English E- learning at Pantado English” and considering the mediating role of student’s motivation in this relationship. This report combined quantitative and qualitative research methods to analyze the direct and indirect relationships of observed factors. Young students in the age range from 6 to 15 years old were the participants that were observed for 4 weeks in February 2023 and needed to complete a questionnaire of this study.
SPSS 20 and AMOS 24 were applied to analyze the collecting data. The results showed that gamification and motivation had a significant impact on student’s academic performance in English online class. Furthermore, the findings also confirmed the mediating role of motivation in the model. Several recommendations for Pantado English and teachers were also given in this report.
Nguyễn Phương Thùy — 11196262 — Business English 61A LIST OF ABBREVIATIONS English Analysis Of Moment Structures Active Teaching Method Confirmatory factor analysis CMIN/DF Contrast Media - Induced Nephropathy/Divided By The Degree Of Freedom Composite reliability Exploratory factor analysis English as a Foreign Language a Ð mm — lõmmm=mmn —— PA Academia online learning platform 12 LOPUTA Learning on Projects of United Promotion for SPSS Statistical Package For The Social Sciences UNICEF United Nations Children's Fund Nguyễn Phương Thùy — 11196262 — Business English 61A LIST OF TABLES Table 1. Departments and function at Pantado English center. Levels and curriculums at Pantado. Theoretical foundation of incentives and reWwards.
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Background of the research Thanks to the continuing technology development, the need for updating education was required in which students can learn at any time and from any place (Wolfinger, 2016). Recently, some international educational organizations have integrated online teaching but not prominent yet (Mahyoob, M. However, the Covid 19 pandemic facilitates conditions for applying E-learning. “School closures due to the Covid-19 have resulted in a dramatic change in education with the rapid growth of E-learning, in which teaching takes place remotely and via media platforms” (Thanh Luy, 2022).
Additionally, in Vietnam teaching and learning at all levels from Kindergarten to University have confronted some difficulties, challenges and obstacles in all regions (Nguyen Thanh Hien, 2020). There are lots of factors that affect educational institutions and foreign language education, mainly the spreading of Covid-19 pandemic and the inflexibility to foreign language learning via online softwares. The inequality in technology between regions along with each family's economic conditions also challenges both teachers and learners. In order to overcome this problem, designing and innovating Active Teaching Method (ATM) in combination with information technology (IT) are essential to catch up with the global trend in the 4.
In a virtual meeting with UNICEF's representatives in 2020, Education Minister Phung Xuan Nha emphasized that “although remote teaching was a temporary action responding to the Covid-19 pandemic, this would be an opportunity for the acceleration of digital transition in the education sector” (UNICEF Vietnam, 2020). As cited in UNICEF (2021), the data demonstrated that some types of remote learning through radio, television, or the Internet have been launched out by more than 90% of education ministries around the world. E-learning has been a crucial learning technique by allowing flexible environments and a wide range of resources for students(Li, S. Therefore, in recent years it is much more necessary to apply E-learning due to the increasing demand which promotes curriculum planners and 1 Nguyễn Phương Thùy — 11196262 — Business English 61A educators to actively launch lots of e-learning platforms, activities, and materials to support students besides traditional offline studying methods.
The context of e- learning systems in educating students can be categorized into two aspects: “computer-based learning and web-based learning” (Kumar Basak, S. According to Afrizah, N. (2018), there are several requirements to build up a successful English E-learning environment including a “fast-paced structure and program of electronic activities”. It is said that online or blended teaching can enhance the learning outcomes of students(O'connor, S., 2018); also for foreign English learners, they found it easier to learn English grammar in an online English class.
Meanwhile, the integration of gamified activities in class has been determined as a useful teaching method that could boost student engagement which leads to positive influence on students’ academic learning(Saleem, A. According to Nah, F. et al (2013) , engaging gamification into lessons is identified as one of the effective teaching techniques. Gamification in education can be simply understood as another way to apply game dynamics and game mechanics in class.
According to previous relevant research, when students join an e-learning lesson but lack motivation, it can restrict them from gaining success or achieving the expected learning target (El-Seoud, S. This study also stated that the dominant features of e-learning that allow students to be more interactive can improve the students’ motivation. Based on above-mentioned relevant academic background research, it may be concluded that it is worth studying the impact of gamification on student’s motivation and performance. In Vietnam, many e-learning platforms for all subjects were set up as a potential environment for students to actively self-study at home or anywhere without joining direct supplementary classes especially for learning English.
Those English e-learning programs included interesting activities with standardized English education systems which might attract young learners and stimulate them to be more engaged in the lessons. At Pantado English center, all English classes are online-based lessons through Zoom in which students might be distracted by many internal and external reasons. After observing online classes at Pantado English in 3 internship months, many obstacles that challenge both English 2 Nguyễn Phương Thùy — 11196262 — Business English 61A teachers and students at Pantado English were found including low concentration, poor engagement or academic performance of students, ineffective learning outcomes. Therefore, this study will investigate “Influence of gamification on students’ performance in English E-learning ofyoung students at Pantado ”.
Rationale The research was conducted for 3 main reasons. Firstly, lots of relevant study in the context of gamification as well as E-learning which would be valuable theoretical background and literature for this study were found. However, in Vietnam, the research related to E-learning and gamification mainly focused on students in higher education instead of young students in primary and secondary school. Secondly, during the covid 19 Pandemic, lots of English centers including Pantado English center developed and applied the online teaching method through several platforms such as Google Meet, Zoom, Microsoft teams.
This fact required all centers to enhance the English teaching quality in order to effectively attract students and improve their performance among the lessons. Thirdly, Pantado English center which specializes in educating the young students (from 6 to 15 years old) was beneficial for the data collection of this study. Finally, based on the overview of relevant study, gamification was found to be an effective tool to improve students’ performance and outcomes which is worth to do more research about. From the above arguments, it is essential to carry out a study about the influence of applying the gamification activities to improve students’ academic performance.