THE EFFECTS OF WAYGROUND ON CLASSROOM PARTICIPATION AND SPEAKING OUTCOMES AMONG VOCATIONAL EFL STUDENTS
DOI:
https://doi.org/10.22460/eltin.v14i2.p479-488Keywords:
Wayground, speaking achievement, classroom participation, gamification, EFLAbstract
Developing speaking proficiency remains a major challenge for vocational EFL learners due to limited opportunities for authentic communication and active classroom participation. This study investigates the effect of Wayground on students’ classroom participation and speaking achievement in a vocational high school EFL classroom. A quasi-experimental design was employed involving 60 twelfth-grade students at SMKN 2 Lamongan, who were assigned to an experimental group (n = 32) and a control group (n = 28). The authors used descriptive and inferential statistics to analyze the data collected from the speaking performance tests and the classroom participation observation checklists. The results revealed that both groups showed significant improvements in speaking performance. The mean speaking score increased from 34.71 to 50.71 in the control group and from 39.88 to 55.88 in the experimental group. Paired-sample t-test results indicated significant differences between the pre-test and post-test scores in both groups (p < 0.001). Furthermore, the independent-sample t-test revealed that the experimental group significantly outperformed the control group on the post-test (p = 0.033). More students in the experimental group actively participated in class afterward. These data imply that Wayground is a useful tool for enhancing classroom involvement and aiding speaking development in vocational EFL settings.
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