Dounia TORCHE (2024) Applying Gamification in Teaching English as a Foreign Language in Algerian Primary School The Case Study of Teachers of English in Primary Schools, Souk-Ahras. University of Souk Ahras
Scientific Publications
Important: This page is frozen. New documents are now available in the digital repository DSpace
Abstract
Abstract
This study aims at highlighting the importance of applying gamification to teach English in
Algerian primary school as well as exploring how gamification can develop primary school
students’ English language. Gamification, or the use of game design features to engage
learners or improve academic achievement, has emerged as a potential method for foreign
language learning. This descriptive and exploratory research employed a quantitative data
collection method. To achieve the goals of our research, this study relied on one instrument
for data collection: an online questionnaire administered to 21n English language teachers in
primary schools in Souk-Ahras, Algeria who were selected conveniently. The data collected
was analyzed quantitatively employing both descriptive statistics to summarize the data\'s
main features and inferential statistics to draw conclusions and make predictions. The results
revealed that teachers face many obstacles while teaching English such as lack of teaching
materials, poor classroom management, and overcrowded classes. The findings of this study
indicated that applying gamification could be efficient in learning English as a foreign
language in Algerian primary schools as it boosts students’ motivation to learn English
language.
This study aims at highlighting the importance of applying gamification to teach English in
Algerian primary school as well as exploring how gamification can develop primary school
students’ English language. Gamification, or the use of game design features to engage
learners or improve academic achievement, has emerged as a potential method for foreign
language learning. This descriptive and exploratory research employed a quantitative data
collection method. To achieve the goals of our research, this study relied on one instrument
for data collection: an online questionnaire administered to 21n English language teachers in
primary schools in Souk-Ahras, Algeria who were selected conveniently. The data collected
was analyzed quantitatively employing both descriptive statistics to summarize the data\'s
main features and inferential statistics to draw conclusions and make predictions. The results
revealed that teachers face many obstacles while teaching English such as lack of teaching
materials, poor classroom management, and overcrowded classes. The findings of this study
indicated that applying gamification could be efficient in learning English as a foreign
language in Algerian primary schools as it boosts students’ motivation to learn English
language.
Information
| Item Type | Master |
|---|---|
| Divisions | |
| ePrint ID | 5102 |
| Date Deposited | 2024-07-11 |
| Further Information | Google Scholar |
| URI | https://univ-soukahras.dz/en/publication/article/5102 |