“Play by yourself, Learn by yourself” English Learner Autonomy Enhancement through Gamification and Augmented Reality
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Abstract
This Article aimed to study (1) students’ English learner autonomy before and after using English activity package using gamification and augmented reality (2) the changes in students’ English learner autonomy who learned with the English activity package (3) Students’ opinions towards the English activity package. A sample of 30 students were selected by purposive sampling in Mathayom 4 in a school in Suphanburi. The research tools were English activity package using gamification and augmented reality, English learner autonomy questionnaire, reflective Journals, and satisfaction survey. Analysis data by mean, standard deviation, t-test, and thematic analysis. The research results were found as follows:
1. Students’ English learner autonomy after learning with the English activity package using gamification and augmented reality had increased at the significant level at .05
2. Students have clearer and more specific needs to learn and participate in English activities to improve their weakness in learning. They became more aware of language points in the media they used and began to improve their own learning techniques based on the problems found in learning with the previous techniques.
3. Students had the highest level of satisfaction with the English activity package.
The finding from this research was that the English learning activity package using gamification and augmented reality consisted of in-class activities and out-of-class activities and that the English activity package can promote students' English learner autonomy.
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