Hiệu quả của dạy học tiếng Anh cho học sinh tiểu học thông qua trò chơi: Một nghiên cứu thực nghiệm tại phường Dĩ An, Thành phố Hồ Chí Minh

Tóm tắt

Recent studies have examined the effectiveness of game-based learning for elementary primary school students. This study examines the effects of Game-Based Learning (GBL) on learning motivation and English achievement among primary students in Vietnamese public schools. Employing a quasi-experimental mixed-method design, the study was conducted in ten public primary schools in Di An Ward, comparing an experimental group receiving game-based instruction with a control group taught using conventional methods over a 10-week intervention program. Results indicated that the experimental group showed a significant improvement of +2.6 points in English scores (p < 0.01) and an increase in “high interest” levels from 15% to 48%. Qualitative findings revealed major implementation challenges, including classroom management, grouping, time allocation, and limited facilities. The study confirms the positive impact of GBL on both achievement and intrinsic motivation, and proposes three policy implications: (1) teacher training in game design and management; (2) enhancement of classroom space and learning tools; (3) inclusion of emotional and behavioral engagement in learning assessments. The findings contribute new empirical evidence to the global literature and contextualize GBL effectiveness in Vietnamese primary EFL education.