Effects of a gamified blended learning application on writing skills and metacognitive awareness : a case study of Thai EFL university students

ผลของการใช้โปรแกรมประยุกต์เกมส์ในรูปแบบห้องเรียนผสมผสานต่อทักษะการเขียนและการรับรู้อภิปัญญา : กรณีศึกษาสำหรับนักศึกษาไทยระดับอุดมศึกษาในบริบทของการใช้ภาษาอังกฤษเป็นภาษาต่างประเทศ

Name: Kittichai Nilubol

keyword: Gamified learning

; Gamification

; Writing skills

; Metacognition

; Blended learning

; Thai EFL student

Abstract: In the digital era, the integration of innovative pedagogical approaches is critical for enhancing English language learning and teaching. This study investigates the effects of a Gamified Blended Learning Application (GBLA) on Thai EFL university students’ writing skills and metacognitive awareness within a blended learning environment. The primary aims are to explore the efficacy of GBLA in improving writing proficiency, enhancing metacognitive awareness, and understanding student opinions of the GBLA. To achieve these aims, the research employs a mixed-methods design incorporating both quantitative and qualitative data. Participants included 30 students enrolled in the LA 201216 Basic English Writing course at a public university in northeast Thailand. Quantitative data were collected through pre-tests and post-tests which were analyzed by using t-test and SPSS software. Additionally, qualitative data were gathered from semi-structured interviews and reflective journals analyzed to gain deeper insights into student experiences and opinions. The research results of this study are significant. Key results indicate a substantial improvement in students’ writing skills and metacognitive awareness. Moreover, the gamified elements of the application, such as missions and quests, were particularly effective in maintaining student engagement and motivation. Despite initial challenges with navigating the platform and ensuring consistent internet access, comprehensive tutorials, and regular check-ins effectively mitigated these issues. Pedagogically, this study underscores the potential of gamified learning to enhance traditional teaching methods providing a more engaging and interactive learning experience. Furthermore, it suggests that integrating digital tools like GBLA can foster independent learning and motivate students beyond the classroom. Therefore, these results advocate for a reevaluation of educational policies to incorporate gamification aligning with contemporary educational needs and digital advancements. In conclusion, the study concludes with recommendations for future research emphasizing the need for larger-scale studies to further validate the results and explore the long-term effects of gamified learning on language proficiency and metacognitive development.

Thammasat University. Thammasat University Library

Address: BANGKOK

Email: preserv@tu.ac.th

Name: Pragasit Sitthitikul

Role: advisor

Created: 2024

Modified: 2025-11-24

Issued: 2025-11-24

วิทยานิพนธ์/Thesis

application/pdf

DOI: 10.14457/TU.the.2023.1319

eng

DegreeName: Doctor of Philosophy

Level: Doctoral Degree

Descipline: English Language Teaching

Grantor: Thammasat University

©copyrights Thammasat University

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