Integrating Task and Game-Based Learning into an Online TOEFL Preparatory Course during the COVID-19 Outbreak at Two Indonesian Higher Education Institutions

Universiti Utara Malaysia Press. UUM Press, Universiti Utara Malaysia, 08010 UUM Sintok, Kedah, Malaysia. Tel: +60-4-928-4816; Fax: +60-4-928-4792; e-mail: [email protected]; Web site: https://e-journal.uum.edu.my/index.php/mjli

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English (Second Language); Second Language Instruction; Undergraduate Students; Foreign Countries; Game Based Learning; Online Courses; Language Skills; Language Proficiency; Listening Comprehension; Reading Comprehension; Written Language; Educational Technology; Technology Uses in Education; COVID-19; Pandemics; Learning Activities

1675-8110
2180-2483

Purpose: This study examined the integration of task and game-based learning into an online Test of English as a Foreign Language (TOEFL) preparatory course taught at two Indonesian higher education institutions (HEI) over a period of 20 online class meetings totaling 40 class hours. Methodology: Using a single-case experimental design, it engaged undergraduate students enrolled in a TOEFL preparatory course in March 2021 at Politeknik Perkeretaapian Indonesia Madiun (N = 48) and Universitas Muhadi Setiabudi, Indonesia (N = 48). The study used multiple t-tests and one-way ANOVA with "Cohen's d" to determine the degree of impact on students' total outcome on pretest and post-test, as well as their scores on particular skills. Findings: Multiple paired-sample t-tests revealed significant improvement in students' overall scores (t (95) = 15.35, p < 0.001) and in specific-skills scores for Listening Comprehension (t (95) = 10.32, p < 0.001), Structure and Written Expression (t (95) = 5.90, p < 0.001), and Reading Comprehension (t (95) = 5.63, p < 0.001). Independent t-tests and one-way ANOVA revealed significant variations in students' overall and individual skills ratings in study programs. However, the percentage of students who achieved the required TOEFL scores for admission to both institutions was significantly different. Significance: The findings have major implications for both the lecturers at the two institutions and the designers of TOEFL preparatory programs. This study sheds light on an online TOEFL preparatory course that teaches students through task- and game-based learning. To run this program successfully, teachers' creativity in generating materials (tasks) and incorporating digital technologies is essential.

As Provided

2022

EJ1357991