Synergistic Efficacy of an Integrated Gamified and Multiple Intelligences-Based Model on Young EFL Learners’ Proficiency and Confidence
DOI:
https://doi.org/10.17507/tpls.1605.25Keywords:
gamification, multiple intelligences, English language learning, confidence, language anxietyAbstract
Second language acquisition in early childhood is frequently impeded by significant affective barriers, including language anxiety and low self-confidence. This study investigates the efficacy of a pedagogical model that synergistically integrates gamification and Howard Gardner’s theory of Multiple Intelligences (MI) to mitigate these barriers and enhance learning outcomes in a kindergarten English as a Foreign Language (EFL) context. Employing a quasi-experimental, pre-test/post-test non-equivalent control group design, 90 kindergarten students were assigned to either an experimental group (N=45) using the integrated model or a control group (N=45) receiving traditional instruction. Quantitative data from language proficiency and confidence observation sheets were analyzed alongside qualitative data from participatory observation, interviews, and artifact analysis. The results indicate a statistically significant advantage for the experimental group, which demonstrated a mean score gain of +11.5 points in language proficiency compared to +5.0 for the control group. More profoundly, the intervention had a transformative impact on learner confidence, with the experimental group showing a mean gain of +5.5 points versus a negligible +1.2 for the control group. Thematic analysis of qualitative data revealed three core mechanisms driving these outcomes: (1) the cultivation of a low-anxiety environment promoting fearless exploration, (2) personalized engagement through multiple intelligences, and (3) a pedagogical shift from passive reception to active learning and student agency. The synthesis of these findings suggests that the integrated model creates a holistic learning ecosystem that simultaneously nurtures the affective and cognitive dimensions of the child, thereby lowering the affective filter and accelerating language acquisition.
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