A comparative study of Grades 10 and 11 students’ motivation for learning English as a foreign language under gamification and teacher-centered activities at a private School in Bangkok

Abstract

The purpose of the study was to compare motivation for learning English as a foreign language under gamification and teacher-centered activity of Grade 10 and Grade 11 students at a private school in Bangkok, Thailand. The study was included seven objectives and was conducted during September 2020 to August 2021. 24 of Grade 10 and 32 of Grade 11 students of the second semester in the academic year 2020 at a private school were sample of the study. Both grade level students were divided into two groups; experimental group and control group. A pre-post quasi-experimental study was conducted for eight weeks. The data were analyzed by means, dependent samples t-test, and independent samples t-test. According to the findings, there was no significant difference between Grade 10 and Grade 11 students’ motivation for learning English as a foreign language under gamification activity and teacher-centered activity at a significant level of .05. From the eight weeks of the experiment with two different activities, the students who participated in experimental group which participate in class that used gamification activity were not significantly different compared to the students who participated in control group which participate in class that used teacher-centered activity.