The Development of English Vocabulary Pronunciation Skills Using a Phonics-Based Practice Set Combined with Game-Based Learning for Third-Grade Students at Ban Bortoey School, Songkhla Province

Abstract

This research aimed 1) to develop and determine the effectiveness of a phonics-based pronunciation skill training set integrated with game-based learning. 2) to compare students' English pronunciation skills before and after learning with the phonics-based pronunciation skill training set integrated with game-based learning. 3) To examine the satisfaction of third-grade students at Ban Bo Toei School, Songkhla Province, towards the phonics-based pronunciation skill training set integrated with game-based learning. The participants were selected through purposive sampling. The target group consisted of 16 third-grade students at Ban Bo Toei School, Songkhla Province, enrolled in the first semester of the 2024 academic year, selected through purposive sampling. The research instruments included: 1) Seven lesson plans utilizing the phonics-based training set for pronunciation skills. 2) Seven online phonics-based pronunciation training units. 3) A pronunciation assessment test comprising 25 questions. 4) Satisfaction Survey Form Data was analyzed using efficiency measurement, mean, standard deviation, and t-test analysis to compare students' pronunciation skills before and after learning. The research findings revealed that: 1) The phonics-based pronunciation training set integrated with game-based learning demonstrated an efficiency of 74.64/77.50, which was higher than the established criterion of 75/75. 2) After using the training set, students' English pronunciation skills significantly improved compared to before learning, with statistical significance at the .05 level. 3) Third-grade students expressed high satisfaction with the phonics-based pronunciation skill training set integrated with game-based learning.