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All Journal Journal of Education and Learning (EduLearn)
Souba Rethinasamy
Universiti Malaysia Sarawak
Humanities Education Library & Information Science Social Sciences Other

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The effects of gamified learning using interactive PowerPoint games on young ESL learners’ learning engagement and speaking performance Stephenie Omila Ujan Roy; Souba Rethinasamy; Soo Ruey Shing
Journal of Education and Learning (EduLearn) Vol 20, No 3: August 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i3.23704

Abstract

Gamified learning has gained attention in the past decade, especially in language teaching and learning. Despite its expanding popularity, gamified learning still has substantial gaps in its effectiveness, particularly in terms of long-term engagement and comprehensive learning results. This action research aimed to explore the effects of gamified learning by utilizing six adapted interactive PowerPoint games on young ESL learners’ engagement. To this end, an observation checklist and pre- and post-speaking tests were used to assess the effects on students’ speaking abilities. Eleven year 4 pupils from a suburban school in Sarawak, Malaysia, were selected through purposive sampling. Data were analyzed using frequency distribution and descriptive statistics. The findings showed that gamified learning significantly enhanced learners’ behavioral, cognitive and emotional engagement during English as a second language (ESL) speaking activities. Students were more enthusiastic, made greater efforts to speak English and were motivated to complete speaking tasks when gamified elements were included. These results suggest that gamified learning is a promising strategy for increasing learner engagement and improving speaking skills in ESL classrooms.
Co-Authors Soo Ruey Shing Stephenie Omila Ujan Roy