Effects of Gamification in English Language Learning: The Implementation of Winner English in Secondary Education in Thailand

Main Article Content

Kriangkrai Vathanalaoha


Accessing quality resources for English learning is an urgent pedagogical issue due to the lack of English teachers in Thailand. To compromise, it has become necessary to apply technology in English classes in the 21st century, through which students can access high-quality materials provided globally. Teachers need to tackle new challenges where the trends of technology and gamification in English language learning seem more appealing. This study explores how gamification contributes to student performance and perceptions through the Winner English program. The program was designed primarily to be self-paced but has been adapted to be used as a part of compulsory classes at school. The experiment group comprised Grade 9 students from eight Thai secondary schools, while the controlled group from the other eight schools studied English classes traditionally. The posttest results indicate a vast improvement to English performance by the experiment group once the program was integrated into English classes. Individual feedback underlined how the program was supported through gamification, such as the reward system and leaderboards, and offered an excellent opportunity to practice English accurately. Gamification shows promising attributes for English learners whose learning behaviors have become ubiquitous, fun-loving, and autonomous. Understanding the benefits of gamification could spark cautious optimism in English education in Thailand.

Article Details

How to Cite
Vathanalaoha, K. (2022). Effects of Gamification in English Language Learning: The Implementation of Winner English in Secondary Education in Thailand. LEARN Journal: Language Education and Acquisition Research Network, 15(2), 830–857. Retrieved from https://so04.tci-thaijo.org/index.php/LEARN/article/view/259953
Research Articles
Author Biography

Kriangkrai Vathanalaoha, Department of English, Faculty of Liberal Arts, Thammasat University, Thailand

An assistant professor at Department of English, Faculty of Liberal Arts, Thammasat University, Thailand. His research interests include literary stylistics, discourse studies, corpus linguistics and technology in English language teaching. He can be reached at [email protected].


Aguilera-Hermida, A.P. (2020). College students’ use and acceptance of

emergency online learning due to Covid-19. International Journal of Educational Research Open, 1(1), 1-8. https://doi.org/10.1016/j.ijedro.2020.100011

Alchamdani, A., Fatmasari, Anugrah E. R., Putri Sari, N., Putri, F. & Astina,

A. (2020). The impact of Covid-19 on online learning process in the college at Southeast Sulawesi. Jurnal Kesehatan Lingkungan, 12(1), 129-136. http://doi.org/10.20473/jkl.v12i1si.2020.129-136

Alimi, K. F., Ayob, A. H., Abdullah, A. R., Sultan, F. M. M., & Karuppannan,

G. (2021). Effectiveness of English language E-learning among tertiary education students during the COVID-19 pandemic. 3L: Southeast Asian Journal of English Language Studies, 27(4), 56-71. http://doi.org/10.17576/3L-2021-2704-05

Anwar, A., Mansoor, H., Faisal, D. & Khan, H.S. (2020). E-Learning amid

the COVID-19 Lockdown: Standpoint of medical and dental undergraduates. Pakistan Journal of Medical Science, 37(1), 217-222. https://doi.org/10.12669/pjms.37.1.3124

Ašeriškis, D., & Damaševičius, R. (2014). Gamification patterns for

gamification applications. Procedia Computer Science, 39, 83-90.

Deterding, S. (2012). Gamification: Designing for motivation.

Interactions, 19(4), 14-17.

Gee, J. P. (2008). Learning and games in The Ecology of Games:

Connecting Youth, Games, and Learning. Edited by Katie Salen. Cambridge. The MIT Press. 21-40. https://doi.org/10.1162/dmal.9780262693646.021

Heidary, S. (2021). The comparative analysis of using direct vs. indirect instruction of communication strategies on the naturalness of Iranian intermediate EFL learners’ oral performance. International Journal of Multidisciplinary and Current Research, 9, 247-253. https://doi.org/10.14741/ijmcr/v.9.3.8

Hue Dung, D.T. (2020). The advantages and disadvantages of virtual

learning. Journal of Research & Method in Education, 10(2), 45-48. http://doi.org/10.9790/7388-1003054548

Jayara, S. (2020). The advantages and disadvantages of online teaching in

medical education. Journal of Medical Evidence, 1(2), 144-146. http://doi.org/10.4103/JME.JME_159_20

Jo‘rayev, V. T. (2020). The role and advantages of distance courses in the

innovative educational system. The American Journal of Social Science and Education Innovations, 2(10), 434-439. https://doi.org/10.37547/tajssei/Volume02Issue10-70

Kapp, K. (2012). The gamification of learning and instruction: Game-

based methods and strategies for training and education. Pfeiffer.

Kiryakova, G., Angelova, N., & Yordanova, L. (2014). Gamification in

education. Proceedings of 9th International Balkan Education and Science Conference.

Leung, F. K. (1998). The implications of Confucianism for education

today. Journal of Thought, 33(2), 25-36.

Marczewski, A. (2017). The ethics of gamification. XRDS: Crossroads, The

ACM Magazine for Students, 24(1), 56-59.

Nguyen, T. M. N. (2022). Effects of Using Computer-Based Activities in

teaching English speaking at a high school in Ho Chi Minh City, Vietnam. International Journal of TESOL & Education, 2(1), 190–212. https://doi.org/10.54855/ijte.222112

Oeamoum, N., & Sriwichai, C. (2020). Problems and needs in English

language teaching from the viewpoints of preservice English

teachers in Thailand. Asian Journal of Education and Training, 6(4), 592-601.

Office of the Basic Education Commission. (2008). Basic education core

curriculum BE 2551 (AD 2008). Ministry of Education.

Prasongsukarn, K. (2009). Validating the cultural value scale (CVSCALE): A

case study of Thailand. ABAC Journal, 29(2), 1-13.

Putri, R. S., Purwanto, A., Pramono, R., Asbari, M., Wijayanti, L.M. &

Hyun, C.C. (2020). Impact of the Covid-19 pandemic on online home learning: An explorative study of primary schools in Indonesia. International Journal of Advanced Science and Technology, 29(5), 4809-4818. http://sersc.org/journals/index.php/IJAST/article/view/13867

Rasmitadila, R., Widyasari, W., Humaira, M., Tambunan, A.,

Rachmadtullah, R., & Samsudin, A. (2020). Using blended learning approach (BLA) in inclusive education course: A study investigating teacher students’ perception. International Journal of Emerging Technologies in Learning (IJET), 15(2), 72-85.

Sheldon, Lee (2012). The multiplayer classroom: Designing coursework

as a game. Cengage Learning.

Shytov, A. (2018). Confucian ethics and the juvenile justice system in the

Thai institutional context. ASEAN Journal of Legal Studies, 1(1), 36-50

Scott, A., & Neustaedter, C. (2013). Analysis of gamification in

education. Surrey, BC, Canada, 8, 36.

Thai, N.T., De Wever, B. & Valcke, M. (2019). Face-to-Face, blended,

flipped, or online learning environment? Impact on learning performance and students’ cognitions. Journal of Computer Assisted Learning, 36(3), 1-15.

Topîrceanu, A. (2017). Gamified learning: A role-playing approach to

increase student in-class motivation. Procedia Computer Science, 112, 41-50.

Yu, D., & Deng, L. (2016). Automatic speech recognition. Springer.

Zylfiu, B.G. & Rasimi A. (2020). Challenges and advantages of online

learning: The case of Kosovo. International Journal of Management, 11(10), 1873-1880.