1. UKM Learning and Research Repository
2. PHD Thesis / Tesis PHD
3. Faculty of Education / Fakulti Pendidikan

Title:	Online gamified learning for enhancing English language teachers professional competencies
Authors:	Szarmilaa Dewie Krishnan (P94585)
Supervisor:	Muhammad Helmi Norman, Assoc. Prof. Ts. Dr.
Keywords:	English language -- Teaching and learning English language teacher Universiti Kebangsaan Malaysia -- Dissertations Dissertations, Academic -- Malaysia
Issue Date:	16-Nov-2021
Description:	Internet has become the global dominating call in this era of digitalization. Every aspect of our life has changed drastically due to this phenomenon. Technology has become a way of life in this digital century. One of the greatest impacts of digitalization is on the world of education. Technology is slowly but eventually being infused into both the teaching and learning domain of education. One of the fastest learning methods that is evolving in this era of digitalisation is online learning. Its flexibility, easy to access format and platform for active learning have made it popular among 21st century learners. This development in the teaching and learning arena is the reason for this research which highlights a fully online learning mode gamified learning platform (Classcraft). This online gamified learning tool also known as Classcraft uses role-playing games for teachers to enhance their English language competency. Every English language teacher should be competent enough to serve as a model of reference for students. As stipulated by the Roadmap 2015-2025, Ministry of Education, teachers need a minimum CEFR Level C1 qualification to teach English language at all levels. Hence, teachers who have not achieved this qualification need to upskill themselves. This study is purposely initiated to help such teachers by providing opportunities to them to partake in an engaging and fun learning platform namely Classcraft and they are 100 CEFR level B2 teachers. The strategy used in this online gamification platform is experiential learning. The employment of the Design and Development Research (DDR) methodology which uses the five- phased ADDIE Model (analysis, design, development, implementation, and evaluation) makes this gamification tool relevant to teachers The first phase involved a descriptive analysis studied through a survey. The findings of the first phase or the need analysis phase displayed that most respondents are optimistic about the use of technology in their daily lives especially in the aspects of learning. The findings of the second phase were derived through Fuzzy Delphi technique to acquire the experts consensus on the content of the module and the appropriate gamification elements ought to be included in the design and development of the module. The findings of the development phase, agreed by expert consensus, were used to develop online gamified learning module. The findings of the fourth phase or the implementation phase showed that the α (alpha) and β test (beta) tests were performed with a high consensus score of α (alpha) and β test (beta). The Evaluation Phase utilised the descriptive survey to look at the strengths and weaknesses of Online Gamified Learning developed in Classcraft which used role-playing games as well as user perceptions that were being assessed. Most of the participants improved to C1 upon taking the final assessment and a handful had a remarkable accomplishment of C2. Thus, the findings portrayed the enhancement of professional competencies of English Language teachers who had used this online gamified learning tool. This study is further hoped to be researched in other genre and skills for expanded outcome. A different angle with a different skill might be an insight for future direction.,Ph.D
Pages:	283
Publisher:	UKM, Bangi
Appears in Collections:	Faculty of Education / Fakulti Pendidikan

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