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

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.

在数字时代背景下，创新教学法的融合对于提升英语语言教学与学习的质量至关重要。本研究探究了游戏化混合学习应用（Gamified Blended Learning Application, GBLA）在混合学习环境中，对泰国英语作为外语（English as a Foreign Language, EFL）大学生写作技能与元认知意识（metacognitive awareness）的影响。本研究的核心目标为：探明GBLA在提升学生写作水平、强化元认知意识，以及了解学生对GBLA的使用评价等方面的应用成效。为达成上述目标，本研究采用混合方法研究设计，整合定量与定性两类数据。研究参与者为泰国东北部一所公立大学修读LA 201216基础英语写作课程的30名学生。定量数据通过前测与后测收集，并采用t检验与SPSS软件开展数据分析。此外，研究通过半结构化访谈与反思日志收集定性数据，经系统分析以深入洞悉学生的学习体验与评价。本研究所得结果具备重要的学术与实践价值：核心研究结果显示，学生的写作技能与元认知意识均得到显著提升；此外，该应用的游戏化元素（如任务与探索关卡）在维持学生学习参与度与学习动机方面效果尤佳。尽管初期存在平台操作与稳定网络接入方面的挑战，但完善的配套教程与定期的进度跟进有效缓解了上述问题。从教学维度而言，本研究凸显了游戏化学习在优化传统教学方法、打造更具吸引力与互动性的学习体验方面的潜力。此外，研究表明，融入GBLA这类数字化工具能够培养学生的自主学习能力，并激发课堂之外的学习动力。因此，本研究结果呼吁重新审视教育政策，将游戏化教学纳入体系之中，以契合当代教育需求与数字化发展趋势。最后，本研究在结语中提出未来研究建议，强调需开展更大规模的研究以进一步验证本研究结果，并探究游戏化学习对语言能力与元认知发展的长期影响。