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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.
Dynamic assessment of foreign language classroom anxiety among Pakistani undergraduates Waqas Ahmad; Ubaid Ullah Ubaid; Souba Rethinasamy
Journal of Education and Learning (EduLearn) Vol 20, No 4: November 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i4.25083

Abstract

Proficiency in English in developing countries like Pakistan is considered a passport to a high-paying job and to belonging to the elite. However, despite learning English from primary school, Pakistani university students still lack confidence or feel hesitant when speaking English. Thus, the current study examined the dynamic assessment of foreign language classroom anxiety among Pakistani undergraduates. The data were collected from 30 undergraduates through semi-structured interviews. Following the Vygotskian sociocultural theory, the data were analyzed through thematic analysis. The results revealed that most of the students’ anxiety is exacerbated by societal expectations, in-class presentations, peer pressure, lack of preparation, and speaking with someone of higher status. On the other hand, supportive and friendly teachers, class discussion, compliments from teachers, group discussion, and talking with teachers outside the classroom alleviate the learners’ anxiety. These patterns highlight the worth of a mediated, feedback-rich classroom interaction which is in line with dynamic assessment (DA) principles. In terms of practice, the research points to the incorporation of DA-oriented mediation (scaffolding, guided prompts, and supportive feedback) in speaking tasks and teacher development as a way to alleviate the fear of negative evaluation and encourage participation in undergraduate English as a second language (ESL) classrooms.
Co-Authors Soo Ruey Shing Stephenie Omila Ujan Roy Ubaid Ullah Ubaid Waqas Ahmad