The effect of game-based teaching activities on students' academic achievement and language learning perceptions in English lessons

The aim of this study is to investigate the effects of game-based instructional activities on students' academic achievement, retention of learning, and perceptions of language learning in English vocabulary instruction. The study is a mixed-method study that includes both quantitative and qualitative studies. Data were collected through a pre-test, post-test, retention test, and a semi-structured interview form. The data obtained were interpreted using the combination (diversification) pattern of the mixed method. A quasi-experimental design with a pretest-posttest control group was used in the quantitative part of the research. In the qualitative dimension of the study, a semi-structured interview technique was used with students in the experimental group to explore the impact of game-based instructional activities on students' perceptions of language learning. This research was implemented with the students studying at the 6th grade level in a secondary school located in Manisa Province in the west of Turkey. The research consists of two different study groups. The first study group was created by randomly selecting the classrooms with the highest academic success in English as the experimental and control groups. There were 22 (N=22) students in the experimental group and 25 (N=25) students in the control group. The second study group was randomly selected from the classrooms with the lowest academic success in English as the experimental and control groups. The experimental group consisted of 29 (N=29) students and the control group consisted of 29 (N=29) students. The research was conducted with a total of 105 students. Quantitative data were collected using an achievement test and a retention test developed by the researcher. Qualitative data were collected through interview questions. The collected data were analyzed using the SPSS (Statistics 21) analysis program. While there was a significant difference between the pre-tests and post-tests of the experimental and control groups in both study groups, there was no significant difference between the post-tests and retention tests. When the post-tests and retention tests of the experimental and control groups in the 1st study group were compared with each other, a statistically significant difference emerged in favor of the experimental group. When the posttests and retention tests of the experimental and control groups in the 2nd study group were compared with each other, it was seen that there was no statistically significant difference. However, although there was no significant difference, when the averages were compared in the 2nd study group, it was seen that the experimental group had higher averages in both tests. Based on this, it can be said that game-based teaching activities have a positive effect on students' English vocabulary learning. According to the results of the qualitative data, it was seen that game-based teaching activities created a positive change in students' feelings and thoughts towards the English lesson. Students stated that they had fun during the lesson with game-based teaching activities, their self-confidence improved, their participation in the lesson increased, their learning anxiety decreased, they were more enthusiastic about the lesson and they felt happy.