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https://ptsldigital.ukm.my/jspui/handle/123456789/460209Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Nur Ehsan Mohd Said, Dr. | |
| dc.contributor.author | Mohd Iskandar Idris (P96036) | |
| dc.date.accessioned | 2023-09-13T09:41:33Z | - |
| dc.date.available | 2023-09-13T09:41:33Z | - |
| dc.date.issued | 2022-01-05 | |
| dc.identifier.other | ukmvital:130171 | |
| dc.identifier.uri | https://ptsldigital.ukm.my/jspui/handle/123456789/460209 | - |
| dc.description | In the 21st century, gamified learning has been essential for educators to assist students in achieving mastery of English grammar because the English language proficiency of Asian students, including Malaysians, is still not very encouraging. However, the literature on the effects of gamification on the learning of English tenses is somewhat limited. To address the issue, this study aims to examine the effectiveness of Kahoot!, a game-based learning platform, in reinforcing irregular verb learning amongst young English Language Learners (ELLs). A total of 60 Year 5 students (aged 11) at a national primary school in the central region of Peninsular Malaysia were involved in the study. A quasi-experimental design with one control and one treatment group was employed with an intervention programme that spanned eight weeks. Results analysed using Mann-Whitney U Test revealed that the performance of ELLs in the experimental group improved significantly after the intervention program using Kahoot! was conducted [U (n1 = 30, n2 = 30) = 5.000, p <0.05]. Discussion of the main findings revealed that gamification, through its captivating features such as audio, video, scoreboard and anonymity were responsible for lowering the learners’ affective filter during grammar lessons and subsequently increasing their learning performance. The implications of the findings suggest that Kahoot! has a potential to be used as an appropriate teaching tool for the current generation of learners and educators may explore the possibilities which Kahoot! has to offer with other grammatical items.,Master of Education | |
| dc.language.iso | eng | |
| dc.publisher | UKM, Bangi | |
| dc.relation | Faculty of Education / Fakulti Pendidikan | |
| dc.rights | UKM | |
| dc.subject | Educational technology | |
| dc.subject | Computer-assisted instruction | |
| dc.subject | English language -- Study and teaching -- Foreign speakers | |
| dc.subject | Universiti Kebangsaan Malaysia -- Dissertations | |
| dc.subject | Dissertations, Academic -- Malaysia | |
| dc.title | The effects of Kahoot! on young learners irregular verb mastery in an ESL context | |
| dc.type | theses | |
| dc.format.pages | 146 | |
| dc.identifier.callno | LB1028.3.M634 2022 tesis | |
| dc.identifier.barcode | 006730(2022) | |
| Appears in Collections: | Faculty of Education / Fakulti Pendidikan | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| ukmvital_130171+SOURCE1+SOURCE1.0.PDF Restricted Access | 5.34 MB | Adobe PDF |  View/Open |
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