Alim Al Ayub Ahmed, Evy Segarawati Ampry, Aan Komariah, Isyaku Hassan, Irmawati Thahir, Muneam Hussein Ali, Athraa Fawzi Faisal, Pardis Zafarani
This study intended to examine the effects of game-based learning on Iranian EFL learners' language anxiety and motivation. In order to perform the study, the quantitative research method was applied. In this study, 58 Iranian intermediate EFL participants were selected and divided into two groups: control and experimental. Then, the questionnaires of the Foreign Language Classroom Anxiety Scale (FLCAS) and Motivation Test Battery (AMTB) were administered to the participants of both groups as the pretests of the study. After pretesting, 90 English vocabulary items were trained to the EG by using game-based learning, but the same vocabulary items were taught to the CG traditionally. After teaching the vocabularies, the mentioned questionnaires were administered again as the post-tests of the study. The results of independent samples t-tests revealed that implementing game-based learning had the potential of reducing EFL learners' anxiety to improve their English learning. Also, the results indicated that applying game-based learning increased the language motivation of Iranian EFL learners. © 2022 Alim Al Ayub Ahmed et al.
School Of Accounting, Jiujiang University, Qianjin Donglu, 551, Jiangxi, Jiujiang, China; Educational Technology, Universitas Muhammadiyah Makassar, South Sulawesi, Makassar, Indonesia; Educational Administration Program, Universitas Pendidikan Indonesia, Bandung, Indonesia; Department Of Modern Languages And Communication, Faculty Of Languages And Communication, Universiti Sultan Zainal Abidin, Kuala, Terengganu, Malaysia; Al-Nisour University College, Baghdad, Iraq; College Of Physical Education And Sport Science, Al-Ayen University, Nasiriyah, Thi-Qar, Iraq; Department Of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
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