Gamified grammar learning in online English courses in Thai higher education

Abstract

Gamification in the 21<sup>st</sup> century academic English grammar instruction is popular, but the lack of comparative studies on its effectiveness in online courses limits its scalability. This study aimed to address this problem by examining students’ experiences and outcomes in gamified grammar learning versus non-gamified learning in a fully synchronous online English course. The 12-week course involved 80 A1-A2 English learners, split into experimental (gamified) and control (non-gamified) groups. Data were collected through surveys, learning outcomes, and written reflections using a two-group design and the sequential explanatory research method. Quantitative data were analyzed using descriptive statistics, independent t-tests, and bivariate correlations, while qualitative data underwent thematic analysis. The results indicate that gamified grammar instruction improved students’ experiences, motivation, enjoyment, and engagement while reducing anxiety. Gamification also led to better learning outcomes compared to traditional methods. However, there was a gap between perceived experiences and actual outcomes, emphasizing the need for caution in interpreting emotions as achievement indicators. Some obstacles, including technical issues, comprehension difficulties, and time constraints, were observed. The study recommends policies to facilitate the integration of gamification into the curriculum.