Staff View: Effectiveness of implementing blooket, a game-based learning platform to learn vocabulary in ESL classroom in Sekolah Menengah Jenis Kebangsaan (SMJK) San Min, Perak.

Effectiveness of implementing blooket, a game-based learning platform to learn vocabulary in ESL classroom in Sekolah Menengah Jenis Kebangsaan (SMJK) San Min, Perak.

English as a Second Language (ESL) education in Malaysia holds significant importance in providing students with the essential global communication skills required for achieving academic and professional accomplishments (Kaya, 2022). According to (Secondary Education Regional Information Base, 2011...

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Main Author:	Tan, Ying Torng
Format:	Final Year Project / Dissertation / Thesis
Published:	2024
Subjects:	L Education (General) LB Theory and practice of education PE English
Online Access:	http://eprints.utar.edu.my/6829/1/2005532_FYP.pdf http://eprints.utar.edu.my/6829/
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id	my-utar-eprints.6829
record_format	eprints
institution	Universiti Tunku Abdul Rahman
building	UTAR Library
collection	Institutional Repository
continent	Asia
country	Malaysia
content_provider	Universiti Tunku Abdul Rahman
content_source	UTAR Institutional Repository
url_provider	http://eprints.utar.edu.my
topic	L Education (General) LB Theory and practice of education PE English
spellingShingle	L Education (General) LB Theory and practice of education PE English Tan, Ying Torng Effectiveness of implementing blooket, a game-based learning platform to learn vocabulary in ESL classroom in Sekolah Menengah Jenis Kebangsaan (SMJK) San Min, Perak.
description	English as a Second Language (ESL) education in Malaysia holds significant importance in providing students with the essential global communication skills required for achieving academic and professional accomplishments (Kaya, 2022). According to (Secondary Education Regional Information Base, 2011), general secondary education is offered by a variety of institutions, each with a unique programmed structure and duration. The majority of secondary education institutions typically provide the whole secondary cycle, which consists of two (2) years of upper secondary education and three (3) years of lower secondary education (Grades 7–11). Malaysia offers a variety of secondary education options, including military colleges run by the Ministry of Defence, MARA Junior Colleges run by the Council of Trust for the Bumiputera of Malaysia, regular secondary schools under the MOE's authority, regular secondary schools run by private organizations, and religious schools run by the Ministry of Education (MOE), state governments, or private organizations. The school that involved in this study is a government school which bears resemblance to SMK schools in Malaysia namely Sekolah Menengah Jenis Kebangasaan (SMJK) San Min. Nevertheless, SMJK schools are distinct in that they are commonly recognized as Chinese medium educational institutions, where Mandarin Chinese serves as the predominant language of instruction. The SMJK schools exhibit inclusivity by admitting students from diverse racial and ethnic backgrounds, rather than exclusively catering to Chinese students. Indeed, a considerable number of non Chinese students opt to enroll in SMJK schools due to their provision of a superior standard of education and a pronounced focus on scholastic excellence. It is important to acknowledge that SMJK schools receive government subsidies, albeit to a lesser extent compared to SMK schools. This implies that students enrolled in SMJK schools may still be required to make certain financial contributions towards their education, albeit at a comparatively reduced rate in comparison to private educational institutions. According to Rashid et al. (2022), for pupils to learn and be proficient in a language, vocabulary is crucial. Students who have a large vocabulary will find it easier to learn English and its four (4) main language skills: speaking, listening, reading, and writing. Students may find it difficult to express their own thoughts and understand those of others if they lack a wide vocabulary. Furthermore, a variety of distinct word-learning strategies such as implementing technology and game-based learning are needed for children, and comprehension is more likely to be impacted by in-depth instruction (Rashid et al., 2022). Therefore, in order to increase students' vocabulary mastery, vocabulary instruction should be given a lot of weight in language teaching. The incorporation of technology into English as a Second Language (ESL) education has arisen as a potentially fruitful approach to augment language acquisition by promoting interactive and customized learning experiences (Alamri, 2021). Blooket, a learning platform that incorporates gamification, offers an inventive resource for fostering engagement among English as a Second Language (ESL) students through its interactive activities and games (Blooket, 2023). Nevertheless, the extent to which it is effective in the context of English as a Second Language (ESL) education in Malaysia has not been thoroughly investigated. This research aims to fill the existing research gap by examining the appropriateness of integrating Blooket into English as a Second Language (ESL) classrooms, with a specific emphasis on its capacity to enhance vocabulary acquisition and foster student engagement. Through this endeavor, the primary objective is to disseminate knowledge regarding educational methodologies and make a valuable contribution to the advancement of English as a Second Language (ESL) instruction in Malaysia.
format	Final Year Project / Dissertation / Thesis
author	Tan, Ying Torng
author_facet	Tan, Ying Torng
author_sort	Tan, Ying Torng
title	Effectiveness of implementing blooket, a game-based learning platform to learn vocabulary in ESL classroom in Sekolah Menengah Jenis Kebangsaan (SMJK) San Min, Perak.
title_short	Effectiveness of implementing blooket, a game-based learning platform to learn vocabulary in ESL classroom in Sekolah Menengah Jenis Kebangsaan (SMJK) San Min, Perak.
title_full	Effectiveness of implementing blooket, a game-based learning platform to learn vocabulary in ESL classroom in Sekolah Menengah Jenis Kebangsaan (SMJK) San Min, Perak.
title_fullStr	Effectiveness of implementing blooket, a game-based learning platform to learn vocabulary in ESL classroom in Sekolah Menengah Jenis Kebangsaan (SMJK) San Min, Perak.
title_full_unstemmed	Effectiveness of implementing blooket, a game-based learning platform to learn vocabulary in ESL classroom in Sekolah Menengah Jenis Kebangsaan (SMJK) San Min, Perak.
title_sort	effectiveness of implementing blooket, a game-based learning platform to learn vocabulary in esl classroom in sekolah menengah jenis kebangsaan (smjk) san min, perak.
publishDate	2024
url	http://eprints.utar.edu.my/6829/1/2005532_FYP.pdf http://eprints.utar.edu.my/6829/
_version_	1818839908916133888
spelling	my-utar-eprints.68292024-12-06T01:40:20Z Effectiveness of implementing blooket, a game-based learning platform to learn vocabulary in ESL classroom in Sekolah Menengah Jenis Kebangsaan (SMJK) San Min, Perak. Tan, Ying Torng L Education (General) LB Theory and practice of education PE English English as a Second Language (ESL) education in Malaysia holds significant importance in providing students with the essential global communication skills required for achieving academic and professional accomplishments (Kaya, 2022). According to (Secondary Education Regional Information Base, 2011), general secondary education is offered by a variety of institutions, each with a unique programmed structure and duration. The majority of secondary education institutions typically provide the whole secondary cycle, which consists of two (2) years of upper secondary education and three (3) years of lower secondary education (Grades 7–11). Malaysia offers a variety of secondary education options, including military colleges run by the Ministry of Defence, MARA Junior Colleges run by the Council of Trust for the Bumiputera of Malaysia, regular secondary schools under the MOE's authority, regular secondary schools run by private organizations, and religious schools run by the Ministry of Education (MOE), state governments, or private organizations. The school that involved in this study is a government school which bears resemblance to SMK schools in Malaysia namely Sekolah Menengah Jenis Kebangasaan (SMJK) San Min. Nevertheless, SMJK schools are distinct in that they are commonly recognized as Chinese medium educational institutions, where Mandarin Chinese serves as the predominant language of instruction. The SMJK schools exhibit inclusivity by admitting students from diverse racial and ethnic backgrounds, rather than exclusively catering to Chinese students. Indeed, a considerable number of non Chinese students opt to enroll in SMJK schools due to their provision of a superior standard of education and a pronounced focus on scholastic excellence. It is important to acknowledge that SMJK schools receive government subsidies, albeit to a lesser extent compared to SMK schools. This implies that students enrolled in SMJK schools may still be required to make certain financial contributions towards their education, albeit at a comparatively reduced rate in comparison to private educational institutions. According to Rashid et al. (2022), for pupils to learn and be proficient in a language, vocabulary is crucial. Students who have a large vocabulary will find it easier to learn English and its four (4) main language skills: speaking, listening, reading, and writing. Students may find it difficult to express their own thoughts and understand those of others if they lack a wide vocabulary. Furthermore, a variety of distinct word-learning strategies such as implementing technology and game-based learning are needed for children, and comprehension is more likely to be impacted by in-depth instruction (Rashid et al., 2022). Therefore, in order to increase students' vocabulary mastery, vocabulary instruction should be given a lot of weight in language teaching. The incorporation of technology into English as a Second Language (ESL) education has arisen as a potentially fruitful approach to augment language acquisition by promoting interactive and customized learning experiences (Alamri, 2021). Blooket, a learning platform that incorporates gamification, offers an inventive resource for fostering engagement among English as a Second Language (ESL) students through its interactive activities and games (Blooket, 2023). Nevertheless, the extent to which it is effective in the context of English as a Second Language (ESL) education in Malaysia has not been thoroughly investigated. This research aims to fill the existing research gap by examining the appropriateness of integrating Blooket into English as a Second Language (ESL) classrooms, with a specific emphasis on its capacity to enhance vocabulary acquisition and foster student engagement. Through this endeavor, the primary objective is to disseminate knowledge regarding educational methodologies and make a valuable contribution to the advancement of English as a Second Language (ESL) instruction in Malaysia. 2024-06 Final Year Project / Dissertation / Thesis NonPeerReviewed application/pdf http://eprints.utar.edu.my/6829/1/2005532_FYP.pdf Tan, Ying Torng (2024) Effectiveness of implementing blooket, a game-based learning platform to learn vocabulary in ESL classroom in Sekolah Menengah Jenis Kebangsaan (SMJK) San Min, Perak. Final Year Project, UTAR. http://eprints.utar.edu.my/6829/
score	13.223943

Effectiveness of implementing blooket, a game-based learning platform to learn vocabulary in ESL classroom in Sekolah Menengah Jenis Kebangsaan (SMJK) San Min, Perak.

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