Using gamification in supporting the learning of irregular verbs among 5TH-6TH grade EFL students in multi-grade class

Abstract

This thesis aims to explore how gamification, as one of the options to make learning more appealing, can be integrated into the teaching of irregular verbs in a multi-grade EFL classroom in a 5th-6th grade context. Using an Action Research approach, it evaluates three gamified elements: feedback, points, and chat/cooperation. The first chapter outlines the theoretical background, including gamification, multi-grade teaching, and age-related considerations. The second chapter describes the design, implementation, and analysis of the study. The findings suggest that students responded positively to gamified learning, though its elements affect engagement in varied and sometimes contradictory ways. Keywords: gamification, grammar teaching, multi-grade classroom, Action Research, English language teaching.