American English Vocabulary Learning Achievement of Army Cadets through Game-Based Learning: Differentiated Guidelines by Proficiency Level
Keywords:
Learning Achievement, American English Vocabulary, Game-Based Learning,, CadetsAbstract
This mixed-methods sequential explanatory research aims to: 1) Compare the American English vocabulary learning achievement of army cadets before and after Game-Based learning both overall and across language proficiency levels (high, intermediate, and low); and 2) Propose guidelines for arranging Game-Based learning in American English vocabulary acquisition for army cadets with different proficiency levels. Quantitative data were first collected to determine the learning outcomes, followed by qualitative interviews to explain the findings in depth. The quantitative target group consisted of 228 third-year Chulachomklao Royal Military Academy cadets in the 2026 academic year, while qualitative key informants for in-depth interviews were 30 cadet representatives selected through purposive sampling based on proficiency levels (high, intermediate, and low), with 10 cadets per group. The research instruments included lesson plans, an American English vocabulary achievement test, and an interview form. Quantitative data were analyzed using mean, standard deviation, and Paired-Sample t-test, whereas qualitative data were analyzed using Thematic Analysis. The findings indicated that: 1) Overall American English vocabulary learning achievement after Game-Based learning was statistically significantly higher than before learning at the .01 level. When analyzed by proficiency level, cadets in the high and intermediate proficiency groups achieved statistically significantly higher post-test scores than pre-test scores at the .01 level, whereas cadets in the low proficiency group showed no significant difference between pretest and posttest scores; and 2) Guidelines for Game-Based Learning (GBL) indicate that GBL can be effectively applied to enhance learning achievement for high- and intermediate-proficiency learners. However, standalone GBL alone is insufficient for low-proficiency learners.
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