• Papob Puttimanoradeekul Assumption University
  • Satha Phongsatha Graduate School of eLearning (GSeL), Assumption University of Thailand


Game-based learning, Application, Primary School Student, English Vocabulary Skills


The aim of this study is to find the most effective teaching method to use along with English Game-Based Learning applications for teaching vocabularies in classrooms. The quasi-experimental research was employed to compare vocabulary scores among three teaching methods (Pre-teaching, Group learning, Exploratory learning). The purposive sampling technique was used to select ninety-one grade-1 students in a primary school located in Samut Prakarn Province. The three teaching methods were applied separately in three classrooms with two types of English Game-Based Learning applications. Three research hypotheses had been tested using One Way ANOVA, paired-samples t-test, and MANOVA. To find the most effective teaching method resulted from One Way ANOVA, it shows that the mean of Exploratory Learning improvement scores from application A (x̄ = 8.19, S.D. = 5.16) and B (x̄ = 10.57, S.D. = 6.00) are better than Pre-teaching (x̄ = 6.69, S.D. = 5.73 and x̄ = 6.34, S.D. = 5.54) and Group learning (x̄ = 3.59, S.D. = 7.61 and x̄ = 6.59, S.D. = 5.75). Furthermore, the result from paired-samples t-test shows that the improvement scores from application A (x̄ = 6.12, S.D. = 6.49) and B (x̄ = 7.82, S.D. = 6.02) are not different and the results from MANOVA shows that none of the improvement scores from the application A and B are influenced by the teaching methods (pairwise comparison was tested at .025 divided by 3, resulting in .008 level). The open-ended questions were made to interview the teacher for finding the teacher’s suggestions and opinions. In contrast with the results from the quantitative data analyses, the teacher believed that Pre-teaching is the proper method to use. The major findings are these followings: (1) English Game-Based Learning applications attract students’ attention and help students to learn English vocabularies, (2) Exploratory learning through Game-Based Learning applications promotes self-learning or learning by doing, (3) English Game-Based Learning application types do not affect students’ English improvement score, and (4) The teacher prefers to use the familiar teaching methods in the traditional learning environment with English Game-Based Learning applications.     


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How to Cite

Puttimanoradeekul, P., & Phongsatha, S. (2019). IMPLEMENTING ENGLISH GAME-BASED LEARNING APPLICATIONS IN CLASSROOMS TO IMPROVE PRIMARY SCHOOL STUDENTS’ ENGLISH VOCABULARY SKILLS. Academic Journal Phranakhon Rajabhat University, 10(1), 143–161. Retrieved from



บทความวิจัย (Research Article)