The Effect of Relay Race Activities on English as a Foreign Language Learning among Sixth-Grade Students in Jordan

This study examines the effectiveness of relay race activities as a game-based learning strategy for improving English as Foreign Language (EFL) skills among sixth-grade students in Jordan. A quasi-experimental pretest–posttest design was employed with two intact classes (N = 88), assigned to either a relay race intervention group or a traditional instruction control group. Students’ performance in grammar, vocabulary, reading, and conversation was measured using researcher-designed achievement tests.
Results indicated that the relay race group achieved statistically significant improvements in grammar (p = .020, d = 0.51), vocabulary (p = .019, d = 0.52), reading (p = .003, d = 0.67), and total proficiency (p = .003, d = 0.65), with medium to large effect sizes. The traditional instruction group showed significant improvement only in reading (p = .002, d = 0.70), with no significant gains in other skills. Conversation skills did not improve significantly in either group.
Although no statistically significant between-group differences were found in independent-samples comparisons of gain scores, the overall pattern suggests that relay race activities may promote broader improvements across multiple language skills compared to traditional instruction. The study provides evidence from a Middle Eastern EFL context and supports integrating structured game-based activities into language instruction to foster more comprehensive skill development.

EFL, game-based learning, relay race activities, language skills, quasi-experimental design

1. Annafiah, A. U. N. (2024). Increasing the motivation of Madrasah Aliyah students to learn cross interest English subject by applying the game “relay race.” English Learning Innovation, 5(1), 99–109. https://ejournal.umm.ac.id/index.php/englie/article/view/31965 [Google Scholar] [Crossref]

2. El Mahdy, A. (2023). An error analysis of the grammatical errors of Egyptian EFL learners and a suggested program for enhancing their grammatical competence. The Journal of Humanities and Social Sciences. https://tjhss.journals.ekb.eg/article_283083.html [Google Scholar] [Crossref]

3. Fithriani, R. (2021). Communicative game-based learning in EFL grammar class: Suggested activities and students’ perception. https://jurnalfaktarbiyah.iainkediri.ac.id/index.php/jeels/article/view/77 [Google Scholar] [Crossref]

4. Fotovatnia, H., & Namjoo, M. (2013). The comparative effect of using competitive and cooperative learning on the reading comprehension of introvert and extrovert EFL learners. Advances in Language and Literary Studies, 5(4), 206–214. https://files.eric.ed.gov/fulltext/EJ1128718.pdf [Google Scholar] [Crossref]

5. Grabe, W., & Stoller, F. L. (2019). Teaching and researching reading (3rd ed.). Routledge. https://doi.org/10.4324/9781315726274 [Google Scholar] [Crossref]

6. Iqbal, I., & Afzal, A. (2022). Effect of activity-based teaching on student achievement at elementary level. Pakistan Social Sciences Review, 6(2), 337–347. https://ojs.pssr.org.pk/journal/article/view/140 [Google Scholar] [Crossref]

7. Nurdiyani, N. (2022). Teaching speaking skill by using paper relay running game at SMA Negeri 4 Palopo (Master’s thesis). Institut Agama Islam Negeri (IAIN) Palopo. https://repository.iainpalopo.ac.id/8145/1/NURDIYANI.pdf [Google Scholar] [Crossref]

8. Nurhana, & Latief, I. (2021). The use of relay race game to increase the students’ performance speaking ability. https://repository.radenintan.ac.id/34699/1/SKRIPSI%20BAB%201%20DAN%202.pdf [Google Scholar] [Crossref]

9. Fauziyah, L., Arifani, Y., & Muhammad, R. N. (2024). The effectiveness of game-based learning “Board Race Game” to fostering vocabulary mastery. Indonesian Vocational Research Journal, 4(1), 25–37. https://journal.umg.ac.id/index.php/ivrj/article/view/9068 [Google Scholar] [Crossref]

10. Wazeer, (2023). Exploring learning strategies used by Jordanian university EFL learners in argumentative writing tasks: The role of gender and proficiency. Frontiers in Education, 8, Article 1237719. https://doi.org/10.3389/feduc.2023.1237719 [Google Scholar] [Crossref]

11. Wei, L. (2023). Artificial intelligence in language instruction: Impact on English learning achievement, L2 motivation, and self-regulated learning. Frontiers in Psychology, 14, Article 1261955. https://doi.org/10.3389/fpsyg.2023.1261955 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study