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All Journal JOLLT Journal of Languages and Language Teaching ETERNAL: English Teaching Journal
Waewchimplee, Waewalee
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Education Languange, Linguistic, Communication & Media

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The Effect of Using Bamboozle on Students’ Speaking Skills in Thailand’s EFL Classroom Yuliyanto, Slamet; Sukmaningrum, Rahmawati; Adi, A. B. Prabowo Kusumo; Waewchimplee, Waewalee
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.17287

Abstract

Improving students’ speaking skills is essential in English language learning, yet many students continue to struggle with vocabulary, pronunciation, and confidence in speaking. This study aims to investigate the effectiveness of Bamboozle, a game-based digital learning platform, in enhancing the speaking skills of third-grade students at Suranaree Wittaya School, Thailand, during the 2022/2023 academic year. Employing a quantitative pre-experimental design, the study involved 29 students who were assessed using a pre-test and post-test. The speaking performance was measured based on a rubric covering segmental and suprasegmental aspects. The results showed a significant increase in students’ speaking scores, with the mean score rising from 55.93 to 79.76. The Wilcoxon Signed Rank Test confirmed the statistical significance of the improvement (p = 0.000). Beyond statistical significance, the results highlight the pedagogical value of integrating game-based digital tools into EFL instruction. Bamboozle’s interactive features such as competitive gameplay, visually engaging design, and real-time teacher feedback proved effective in stimulating motivation, encouraging participation, and reinforcing pronunciation practice. These outcomes suggest that Bamboozle can serve not only as a supplementary activity but also as a structured component of communicative language teaching. The study further implies that similar digital platforms hold potential for improving speaking accuracy and fluency in diverse EFL contexts. Accordingly, this research contributes to the growing evidence that game-based learning can bridge the gap between student engagement and measurable learning outcomes in language education.
The Use of Graphic Organizer Focusing on Story Elements to Promote Students’ Narrative Writing Wongsasawat, Rattanyu; Waewchimplee, Waewalee
ETERNAL (English Teaching Journal) Vol. 16 No. 1 (2025): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i1.1136

Abstract

This study investigated the impact of using graphic organizers focusing on story elements to enhance the narrative writing ability of sixth-grade students. The research aimed to: (1) examine the effects of graphic organizers on students’ narrative writing abilities, (2) compare students' post-test narrative writing abilities with their pre-test performance, and (3) explore students' opinions on using graphic organizers during the writing process. A pre-experimental design with one group pre-test and post-test was employed, involving 30 sixth-grade students from Marie Kaengkhro School. The students participated in lessons integrating graphic organizers based on Matsuda and Hammill's writing principles. The results indicated a significant improvement in students' post-test scores across all narrative writing criteria, with gains in organization, idea development, and conventions. The paired t-test confirmed the statistical significance of the difference between pre- and post-test scores (t = 11.79, p < .001). Student feedback was overwhelmingly positive, with 95% reporting that the graphic organizers helped them organize their ideas and improve their narrative writing skills. The findings suggest that graphic organizers effectively enhance narrative writing skills, particularly in EFL contexts. Future research could explore the long-term effects of this approach across different educational settings.
Co-Authors Adi, A. B. Prabowo Kusumo Rahmawati Sukmaningrum Wongsasawat, Rattanyu Yuliyanto, Slamet