The Effect of Web-Based Gamification on English Language Learning Among High School Students

Abstract

The present study examined the effectiveness of web-based gamification on English language learning among high school students. A quasi-experimental pretest–posttest control group design was adopted. The study involved 60 grade XII students, selected purposively from a higher secondary school in Sivagangai District, Tamil Nadu. The participants were divided into an experimental group (n = 30) and a control group (n = 30). The experimental group received an eight-week web-based gamified instructional program using Kahoot!, Quizizz, Quizlet, Wordwall, and Booklet, while the control group received conventional English instruction. Data were collected using an English Language Achievement Test (Split-half reliability = .83) and a Student Motivation and Engagement Questionnaire (Cronbach’s α = .85). Data were analyzed using descriptive statistics, independent-samples t-tests, paired-samples t-tests, and Cohen’s d effect size. The findings revealed that the experimental group achieved significantly higher posttest English achievement scores than the control group (t = 8.89, p < .001, d = 2.31). Students’ motivation and engagement also improved significantly following the intervention (t = 10.21, p < .001, d = 2.42). Furthermore, English communication skills showed substantial improvement in the experimental group (t = 12.45, p < .001, d = 3.21). The findings indicate that web-based gamification produces a very large educational effect on students’ English achievement, motivation, engagement, and communication skills. The study recommends integrating gamified digital learning platforms into secondary school English instruction to enhance learner participation and academic achievement.