Empowering English Major Students' Grammar Proficiency through Language Ladder Quest: A Gamification Approach
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| Title: | Empowering English Major Students' Grammar Proficiency through Language Ladder Quest: A Gamification Approach |
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| Language: | English |
| Authors: | Adeva Jane Esparrago-Kalidas (ORCID |
| Source: | International Journal of Research in Education and Science. 2025 11(2):233-246. |
| Availability: | International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Secondary Education |
| Descriptors: | Grammar, Majors (Students), Language Tests, Action Research, Second Language Instruction, Second Language Learning, Language Teachers, Language Proficiency, Teaching Methods, Game Based Learning, English (Second Language), Intervention, Undergraduate Students, Teacher Education Programs, Secondary School Teachers, Learner Engagement, Outcomes of Education, Foreign Countries |
| Geographic Terms: | Philippines |
| ISSN: | 2148-9955 |
| Abstract: | English grammar proficiency is essential for all teachers, especially English teachers, to be able to effectively deliver lessons. Yet, many still struggle with constructing grammatically correct sentences. Thus, this action-research investigated the effectiveness of a gamified approach, the Language Ladder Quest, in improving grammar proficiency among English major students. The researchers used a mixed method research design to gather data from third-year students enrolled in the Bachelor of Secondary Education program at Xavier University. Students were given a pre-test designed after the Oxford Practice Grammar Test, and the intervention Language Ladder Quest was utilized for 2 weeks. Post tests and interviews followed. The data were analyzed using descriptive statistics and Wilcoxon Signed Rank Test for the test results, and thematic analysis for the interview responses. The study showed that the Language Ladder Quest intervention was effective in improving students' grammar proficiency, as evidenced by the significant improvements in the students' post-test scores after the intervention with students reaching from "Somewhat Proficient" to "Proficient" levels in particular grammatical subcomponents. Thematic analysis of interviews also supports this claim and reveals that the intervention also helps in motivating students and promoting grammar application. This study's results highlight the potential of gamification to enhance grammar learning and engagement for students across disciplines. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1475657 |
| Database: | ERIC |
| Abstract: | English grammar proficiency is essential for all teachers, especially English teachers, to be able to effectively deliver lessons. Yet, many still struggle with constructing grammatically correct sentences. Thus, this action-research investigated the effectiveness of a gamified approach, the Language Ladder Quest, in improving grammar proficiency among English major students. The researchers used a mixed method research design to gather data from third-year students enrolled in the Bachelor of Secondary Education program at Xavier University. Students were given a pre-test designed after the Oxford Practice Grammar Test, and the intervention Language Ladder Quest was utilized for 2 weeks. Post tests and interviews followed. The data were analyzed using descriptive statistics and Wilcoxon Signed Rank Test for the test results, and thematic analysis for the interview responses. The study showed that the Language Ladder Quest intervention was effective in improving students' grammar proficiency, as evidenced by the significant improvements in the students' post-test scores after the intervention with students reaching from "Somewhat Proficient" to "Proficient" levels in particular grammatical subcomponents. Thematic analysis of interviews also supports this claim and reveals that the intervention also helps in motivating students and promoting grammar application. This study's results highlight the potential of gamification to enhance grammar learning and engagement for students across disciplines. |
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| ISSN: | 2148-9955 |
