The Study of American English Vocabulary Learning Achievement Using Gamification for Second-Year Cadets

Abstract

This research article aims to 1) investigate the learning achievement of American English vocabulary after receiving instruction through the gamification technique among second-year cadets, and 2) compare the learning achievement of American English vocabulary after learning using the gamification technique among second-year cadets across three groups: high, intermediate, and low-level learners. The study used a quantitative research method. The sample 
consisted of 90 second-year cadets in the 2024 academic year, selected 
using stratified random sampling. Three proficiency groups of cadets were selected: high-level, intermediate-level, and low-level English learners, with 30 cadets in each group. The research instruments included a pre-test and a post-test for English 3 (LG2103) and the American Language Course 
Placement Test (ALCPT). Data analysis involves percentages, means, 
standard deviations, and inferential statistics, including the independent sample t-test and one-way ANOVA.
The research findings indicated that 1) the learning achievement of American English vocabulary after the instruction using the gamification technique among second-year cadets showed an average pre-test score of 52.09 and an average post-test score of 55.90. A comparison of the mean scores revealed that the learning achievement after using the gamification technique was significantly higher than before learning at the 0.05 level. And 2) the learning achievement of American English vocabulary after using the gamification technique among second-year cadets across the high, intermediate, and low-level groups showed significant differences in average scores at the 0.05 level.