The Impact of Gamified Learning Activities on High School Students’ Participation in English Speaking Lessons

This study investigated the impact of gamified learning activities on Grade 12 students’ participation and speaking confidence in English speaking lessons. Using an action research design, the study was conducted over 12 weeks with 40 students from Class 12A1 at a high school in Hai Phong city. The intervention was implemented in two cycles: the first cycle used competitive gamified activities to stimulate initial engagement, while the second cycle applied collaborative tasks to promote peer support and reduce speaking anxiety. Data were collected through pre- and post-questionnaires, classroom observations, participation rubrics, and semi-structured interviews. The findings showed that gamified learning activities significantly improved students’ engagement and speaking confidence. Quantitative results revealed statistically significant increases in both participation and confidence scores after the intervention. Qualitative data further indicated that competitive games created an energetic learning atmosphere, whereas collaborative activities provided psychological safety and peer scaffolding, helping students become more willing to speak English. Overall, the study suggests that gamification can be an effective pedagogical strategy for enhancing participation, confidence, and positive attitudes in high school English speaking classrooms.

Gamified learning; student participation; speaking confidence; English speaking lessons; high school students.

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