Presentation Using a Gamified Flipped Classroom Approach in Taiwanese Elementary School English Classes more

Gamified technology and the flipped classroom approach (FCA) have been recognized for enhancing language learning by fostering engagement and interactivity. While both methods have demonstrated effectiveness independently, limited research has examined their combined impact, particularly on English-as-a-foreign-language (EFL) elementary school students. This study investigated the effects of integrating gamified technology into FCA among Taiwanese sixth-graders, focusing on learning motivation, learning autonomy, and perceptions toward gamified flipped classroom approach (GFCA). Additionally, the study examined differences in effectiveness between gamified flipped classrooms, conventional flipped classroom instruction, and traditional classroom instruction. Participants included six classes divided into three groups: a control group receiving traditional classroom instruction, a first experimental group implementing FCA, and a second experimental group adopting GFCA. Data collection included pre- and post-surveys measuring learning motivation and autonomy. Besides, a post-intervention survey and semi-structured interviews assessed students’ perceptions about GFCA. Results indicate that only the GFCA group demonstrated improvements in motivation and autonomy. Additionally, students expressed positive perceptions of GFCA. Findings provide insights into the effectiveness of gamified FCA for young EFL learners, offering practical implications for teaching strategies. Authors: Pannaporn Kaewmark, National Taiwan Normal University; Yi-Mei Wu, National Tsing Hua University; Li-Tang Yu, National Tsing Hua University