Abstract

The present study aimed to explore the importance of implementing Gamification in Algerian primary schools as well as its contribution to enhancing the pupils’ listening skill. Moreover, this research attempted to examine the teachers’ perceptions towards using gamification as a tool for listening skill development. A mixed-method was employed in this exploratory, descriptive research, which included both qualitative data and quantitative data collection methods. A triangulation approach was used as a method for collecting data, utilizing two main instruments; Initially, a questionnaire that involved 12 questions, was designed to address n30 teachers out of N128 EFL primary school teachers in Souk-Ahras. Secondly, a non-participant classroom observation was conducted between the second and the third school term (school year 2022-2023) with fourth-year primary school pupils in Mouad Ben Djabel Primary School, Souk Ahras. The findings of this study indicated that the implementation of Gamification positively impacted the improvement of the listening skill among primary school pupils in Algeria. The findings also showed Teachers perceiving gamification as an effective tool for listening skill development. Having arrived at these results, the research hypotheses were confirmed. The study enriched and added to the existing literature that concerned the ways English teaching can be improved in Algeria.

Information

Item Type:	Master
Divisions:
ePrint ID:	5110
Date Deposited:	2024-07-14
Further Information:	Google Scholar
URI:	https://www.univ-soukahras.dz/en/publication/article/5110

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