Lived Experiences of ABM Students in Improving Their Language Learning

Through Gamification

A Research Proposal Presented to the Faculty and Staff of San Francisco High School
Senior High School

In Partial Fulfillment of the Requirements in Research in Daily Life I

Submitted by:

Bucsit, Zhayene Maxine D.

Dela Cruz, Maila C.

Gabagat, Emmanuel Zeph D.

Lavega, Romar Q.

Manese, Monica Maybelle

Pastoril, Krisha Marie S.

Tabanao, Loraine Ann Q.

Submitted to:

Mr. Elmer A. Tamayao

Research Adviser

S.Y. 2024 -2025

 CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter provides the relevant research and literature that the researcher
took into consideration to support the significance of the present study. In order to
properly comprehend the research and improve understanding of the study, it also
presents the synthesis.
Foreign Literature
1.1. Gamification in Education
This article presented a SLR for investigating how tailored gamified educational
environments are designed, their effects on the students’ learning outcomes, and the
research demanding on the design of tailored gamified educational environments.
Gamification is being used in education to address student issues such as evasion,
disengagement, and lack of motivation (Battistella & von Wangenheim, 2016; Legaki et
al., 2020; Oliveira et al., 2022). However, gamification in education may not always lead
to better student outcomes, according to some studies (Toda et al., 2017; Koivisto &
Hamari, 2019). Thus, customization may be proposed, studies on personalized
gamification in education often focus on student gamer types, lack comparison to non-
personalized versions, and don't adjust personalization in real-time
Basically, this systematic literature review (SLR) found that while gamification can
address student engagement issues, its effectiveness differs. Personalized gamification
studies often focus on student user types, lack comparison groups, and don't adjust in
real-time, accentuating the need for more research on customization.
1.2. Language and Writing Skills
According to Huotari & Hamari, (2017) and Deterding et al. (2011), Gamification
has continued to be a popular topic, it is design approach of utilizing gameful activities
and behaviors. According to Mariana et al. (2021), Gamification positively influences the
writing process by incorporating structured stages, including prewriting, drafting,
revising, editing, and publishing. These structured step students develop writing.
However, (Bicen and Kocakoyun 2018) stated engagement is not enough to ensure
long-term improvement in writing skills. There are still some research gaps, especially
regarding its long-term effectiveness and its impact on writing skills such as vocabulary
development, grammatical accuracy, and coherence.
Overall, gamification gives benefits in writing instruction, Further research is
needed to utilize different approaches that affect writing skills for students in order to
provide correct and adequate instruction. Additionally, gamification impact writing skills
can relate to learning new things to know and what is the way to solve each individual
problem faced by the student in language learning.
1.3. Gamification in Language Learning
This review aims to give an overview of Gamification-Based Learning as the
Future of Language Learning. Mastering English as a second language is necessary due
to global online interactions and international workplace demands (Al-Dosakee and
Ozdamli, 2021). Students learning a language for these purposes may lack motivation
and interest, hindering their practice. Researchers seek new teaching methods to meet
changing learner needs, driven by technological advancements and the rise of digital
education (Turan and Akdag-Cimen, 2019). Gamification or incorporation of games and
activities into digital lessons, is a growing trend in education, catering to tech enthusiast
students who have grown up surrounded by technology.
This review explores Gamification-Based Learning as the future of language
learning, addressing motivation and interest gaps in English language attainment, driven
by technological advancements and digital education.
Local Literature
2.1. English Proficiency of Filipino
This literature review delves into language-based acquisition approaches
employed in the instruction of Filipino, examining a wealth of scholarly works to elucidate
effective pedagogical practices. English is the main language used for teaching, with
Filipino providing additional support (Gorgonio, 2012). A study of 74 Manobo tribe
students in the Philippines found they had strong learning beliefs and strategies, but only
average academic performance (Melegrito, 2022). Also, a study in the Zamboanga
Peninsula found that 6th-grade students struggle with writing in English and Filipino due
to limited vocabulary, difficulty expressing ideas, and language barriers, reasoning that
they are non-native speakers (Napil et al. 2020). Recognizing the need for improvement,
teachers should reassess teaching methods, particularly in subjects like English as a
Second Language (ESL).
This literature review explores effective teaching methods for Filipino language
instruction. The findings are, English is primarily used for teaching, with Filipino as
support, indigenous students show strong learning beliefs but average academic
performance, non-native speakers struggle with writing in English and Filipino due to
vocabulary limitations and language barriers. The review suggests teachers reassess
their methods, particularly for ESL subjects.
2.2. Gamification and Students’ Learning Outcomes
This study highlights the transformative potential of educational gamification in
enhancing student engagement, motivation, and academic performance in higher
education. Gamification in education boosts student motivation and engagement by
incorporating game-like elements such as points, badges, and challenges, leading to
active participation and improved learning outcomes (Sailer et al., 2017). Gamification’s
effectiveness depends on its implementation. Poor design can lead to negative
outcomes like frustration, disengagement, and overemphasis on external rewards
(Hanus & Fox, 2015). Plus, this study also suggested some techniques for a better
implementation of gamification such as implementation of comprehensive training
programs, customization of gamification strategies, and continuous feedback and
support.
In conclusion, educational gamification has the potential to transform higher
education by enhancing student engagement, motivation, and academic performance
through incorporating game-like elements that leads to improved learning outcomes.
However, effective implementation is critical, as poor design can lead to negative
consequences such as frustration and disengagement. This relates to our study as the
way that gamification is applied in learning could highly contribute to the lived
experiences of grade 12 ABM students.
Foreign Studies
1.1. Gamification in Education
According to Kapp (2012), gamification is using game-based mechanics,
aesthetics, and game thinking to engage people, motivate action, promote learning, and
solve problems. A study of Gabriela Kiryakova, Nadezhda, and Lina Yordanova (2014)
states that, gamification is an effective approach to make positive change in students’
behavior and attitude towards learning, to improve their motivation and engagement.
The results of the change have bilateral nature – they can affect students’ results and
understanding of the educational content and create conditions for an effective learning
process.
In correlation, gamification in educations acts as a medium to motivate and
engage students with non-gaming elements to enhance their learning processes and
create a new learning setup.
1.2. Language and Writing Skills
This study is to explore the literature review on the challenges faced by both
the students and teachers in learning and teaching writing skills. English serves as a
common language or lingua franca for people from diverse backgrounds worldwide
(Dewi, 2015). Teaching writing is a crucial skill for English teachers, especially in
elementary schools. However, challenges like motivating students, diverse skill
levels, difficult materials, and time limitation hinder effective instruction. To improve
student writing, teachers must provide guidance and feedback. Teachers should be
aware of the challenges faced by themselves and ESL students in teaching and
learning writing skills.
This study reviews the challenges faced by teachers and students in teaching
and learning writing skills in English, highlighting issues like motivation, diverse skill
levels, and time limitations. This relates to our study as English learning and writing
challenges of students could critically affect the lived experiences of grade 12 ABM
students.
1.3. Gamification in Language Learning
Gamification has emerged as a promising approach to support English as a
Second Language (ESL) learning, offering numerous benefits. Studies have shown that
gamification enhances student engagement, motivation, and participation in language
learning (Kaya & Sagnak, 2022; Dehghanzadeh et al., 2019). It creates enjoyable and
fun learning experiences while promoting autonomous learning (Kaya & Sagnak, 2022).
Gamified ESL environments have been found to positively impact content language
learning, satisfaction, and overall learning outcomes (Dehghanzadeh et al., 2019). In
higher education, gamification brings valuable advantages to language learning courses,
though more research is needed in this specific context (Ivanjko et al., 2020). Recent
studies have focused on evaluating the effectiveness of gamification in ESL/EFL
education, analyzing its impact on language acquisition, motivation, and engagement
(Arip & Hashim, 2024). While gamification shows promise, challenges and limitations in
implementation still need to be addressed (Arip & Hashim, 2024).
In relation, the implementation of gamification in the language learning of
students are still proving that it provides support and motivation to the students. To relate
it to our research, the researchers will try to effectively assess if the application of
gamification motivates or affects the language learning of students.
Local Studies
2.1. Language Learning of Filipinos
This study is aimed at finding out the level of writing skill competence. Writing is a
process that involves imagining, organizing, drafting, editing, and reading. This cyclical
process helps produce various forms of writing, such as narration, description, and
argumentation, requiring logical thinking and mastery (Heaton J. B. 1980). This study
assessed Grade 8 students’ writing skills at the University of Saint Anthony in the
Philippines. Results showed students excelled in content, style, and organization but
struggled with grammar and mechanics, common errors included grammar tenses,
subject-verb agreement and mechanics punctuation, capitalization, and researchers
recommended developing supplementary materials to improve students’ writing skills.
To summarize, the goal is to assess writing skill competence, identify common
grammar and mechanics errors, and propose writing activities to improve skills. Writing
involves a cyclical process of imagining, organizing, drafting, editing, and reading,
requiring logical thinking and mastery and the study showed that these are not yet fully
honed by the students.
2.2. English Proficiency of Filipino Students
According to an article released by GMA and Philstar Global in February 2018,
the English level of college graduates is lower than the target English proficiency of high
school students in Thailand and the competency for taxi drivers in Dubai. A study
conducted by International Journal of English Language Studies (IJELS) (2022),
according to them, with all this language acquisition in the Philippines isn’t ending soon.
This stage is set for greater scale of globalization, and the role of English as an
international language is in the spotlight.
To sum it all up, the English proficiency of the Philippines is still in need to be
founded and is needs further support to truly elevate the proficiency of the student. With
our research, we tend to integrate gamification to assess if it is truly beneficial to use
such elements to enhance one’s language skills.