•  
  •  
 

Corresponding Author ORCID Identifer

Mohd Zulhairi Che Abd Rahman https://orcid.org/0000-0001-9370-7117
Aurelio P. Vilbar https://orcid.org/0000-0002-2241-674X

Section

Regular Issue

Abstract

This study presents the development and validation of the GAMESPro model, a structured gamification model designed to enhance English-speaking proficiency among Malaysian primary school students. Despite national reforms and policy initiatives aimed at improving communicative competence, oral English skills remain underdeveloped, particularly in rural and resource-constrained schools. Existing gamification practices in Malaysian classrooms often rely on isolated digital tools and lack pedagogical coherence. Addressing this gap, the study employed the Design and Development Research (DDR) methodology, encompassing three phases: Needs Analysis, Design and Development, and Evaluation. A Systematic Literature Review identified key gamification principles, while validation of ten experts confirmed the clarity and relevance of six core components: Education, Challenges, Engagement, Collaboration, Feedback, and Rewards. Content Validity Index (CVI) analysis yielded strong expert agreement (S-CVI = 0.95), validating the model’s theoretical and contextual integrity. GAMESPro is designed for both digital and non-digital classroom contexts and aligns with the CEFR-aligned KSSR English curriculum. The model offers a comprehensive structure that integrates motivational design with pedagogical goals, aiming to foster student confidence, reduce speaking anxiety, and encourage active verbal participation. The next phase involves classroom implementation to assess the model’s practical impact on student engagement, teacher usability, and speaking outcomes. The GAMESPro model contributes a validated instructional model that bridges theory and practice, offering educators a systematic approach to integrating gamification in ESL instruction.

Download

Share

COinS