A Study on Gamified Education for English Proficiency Improvement in Lishui City’s Primary Schools

Abstract

This study aims to explore the impact of gamified teaching on primary school students’ oral English proficiency and compare it with traditional teaching methods. The study randomly selected 160 students from 10 classes and divided the participants into gamified teaching group and traditional teaching group. The experimental group adopted gamified teaching and the traditional teaching methods. Data were collected through pre-test and post-test with two group students, Gamified and Traditional. Then quantitative analysis was carried out, showed a significant improvement in oral proficiency in the gamified teaching group compared to the traditional teaching group. The results showed that the use of gamification significantly improved students’ speaking ability, engagement and confidence. (mean improvement 12.8) Compared with the tradition and gamified group, the gamified instruction group showed significant improvement in oral proficiency. (Mean improvement 5.3) The positive results observed in the experimental group integrating game elements (challenge, reward, and competition) into the learning process can motivate students to engage actively and engage more deeply with the language. The findings support the hypothesis that gamification has a significant and positive impact on students’ English proficiency, enhancing its potential as a powerful teaching tool. This research contributes to the Sustainable Development Goals of ‘quality education and decreasing inequalities’ by offering a scalable approach to improving language teaching in varied learning environments.