Learner - centered English speaking instruction: The role of educational games

Abstract

This study was conducted to evaluate the effectiveness of integrating educational games into English speaking instruction for Grade 6 students. A total of 37 students participated, divided into two groups: the experimental group (n = 18) and the control group (n = 19). Data were collected through two speaking tests administered before and after the intervention, focusing on three criteria: Grammar and Vocabulary, Pronunciation, and Interaction. Results showed that the experimental group achieved significant improvement, with mean scores increasing from 2.39 to 3.61 (Grammar & Vocabulary), 1.78 to 2.83 (Pronunciation), and 1.94 to 3.00 (Interaction), all statistically significant (p < 0.0001). In contrast, the control group showed only a slight improvement in Grammar & Vocabulary (from 2.26 to 2.68, p = 0.0020), while Pronunciation (1.89 → 2.00, p = 0.1628) and Interaction (unchanged at 2.00) remained largely the same. These findings confirm the positive and notable impact of educational games on improving English speaking skills among Grade 6 students, particularly in personalized learning environments.