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The participants were 48 first-year non-English major students enrolled in English Level 1 at a government university in Nakhon Pathom, Thailand. A one-group pretest-posttest design was used, including three non-digital games over six weeks, followed by a questionnaire. Results show significant improvement in post-test scores and generally positive attitudes, with students reporting easier spelling and memorization, enjoying the process, and benefiting from a supportive classroom 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DEGREE OFMASTER OF ARTS IN ENGLISH LANGUAGE TEACHINGLANGUAGE INSTITUTETHAMMASAT UNIVERSITYACADEMIC YEAR 2017COPYRIGHT OF THAMMASAT UNIVERSITY  \nTHE EFFECTIVENESS OF USING GAME-BASEDLEARNING IN TEACHING ENGLISH VOCABULARY  \nBY  \nA THESIS SUBMITTED IN PARTIAL FULFILLMENT OFTHE REQUIREMENTS FOR THE DEGREE OFMASTER OF ARTS IN ENGLISH LANGUAGE TEACHINGLANGUAGE INSTITUTETHAMMASAT UNIVERSITYACADEMIC YEAR 2017COPYRIGHT OF THAMMASAT UNIVERSITY  \nTHAMMASAT UNIVERSITYLANGUAGE INSTITUTE  \nTHESIS  \nBY  \nMISS NUTNICHA TANAGO  \nENTITLED  \n# THE EFFECTIVENESS OF USING GAME-BASED LEARNING IN TEACHINGENGLISH VOCABULARY\n\nwas approved as partial fulfillment of the requirements forthe degree of Master of Arts in English Language Teaching  \non March 10,2018  \n(Associate Professor Supong Tangkiengsirisin,Ph.D.)kNlopemu kusho  \nChairman  \nMember and Advisor  \n(Associate Professor Nopporn Sarobol)(Pornpimol Sukavatee,Ph.D.)B4 Sl  \nMember  \nS.T.E.M  \nDirector  \n(Associate Professor Supong Tangkiengsirisin,Ph.D.)  \n## Thesis Title\n\nAuthorDegreeMajor Field/Faculty/University  \nThesis Advisor  \nAcademic Year  \n# THE EFFECTIVENESS OF USING GAME-BASED LEARNING IN TEACHING ENGLISHVOCABULARY\n\nMiss Nutnicha TanagoMaster of Arts  \nEnglish Language TeachingLanguage InstituteThammasat University  \nAssociate Professor Nopporn Sarobol2017  \n## ABSTRACT\n\nThis study was conducted in order to explore the effectiveness of usingGame-Based Learning in teaching English vocabulary and also investigate thestudents’attitudes towards learning vocabulary through this approach.Theparticipants of the study were 48 first-year non-English major students who enrolledin the course of English Level 1 at a government university in Nakhon Pathom,Thailand.A one-group pretest-posttest design was applied to this study.Three non-digital games were used to teach the students for six weeks.Furthermore,aquestionnaire was launched to ask the students about their attitudes towards learningvocabulary with those games.The findings revealed that the students'post-test scoreswere significantly higher than the students'pre-test scores.Regarding the results fromquestionnaire,it was found that most of the students agreed that learning vocabularythrough Game-Based Learning not only helped them spell words correctly but alsohelped them memorize the words easier.In addition,the students accepted thatlearning through this approach was fun and created a good atmosphere in theclassroom.  \nKeywords:Effectiveness,Game-Based Learning,teaching English vocabulary,attitudes  \n# ACKNOWLEDGEMENTS\n\nI would like to express my greatest appreciation and sincere gratitude tothose who have contributed to the completion of my Master's thesis.First of all,Iwould like to thank my advisor,Assoc.Prof.Nopporn Sarobol,for her attention,valuable advice and encouragement throughout this study.Without her guidance,thisstudy would not have been completed.  \nAlso,I am grateful to Assoc.Prof.Dr.Supong Tangkiengsirisin,thechairman of the committee for my thesis for his invaluable advice and comments onthis study.Besides,I would like to extend my gratefulness to another thesiscommittee member,Dr.Pornpimol Sukavatee,for her comments on my thesis as well.  \nMoreover,I would like to thank Mr.Soraj Pruettikomon,Assoc.Dean ofAcademic and Research Division,the Faculty of Architecture and Design,Rajamangala University of Technology Rattanakosin for expert advice on statisticalcalculations used in this study.In addition,I am thankful to Ms.Jiraporn Petchthong,the administrative officer at the Language Institute,Thammasat University,for herdevotion and continuous support.  \nFinally,I would like to thank the participants of this study,my family andcolleagues,for their cooperation and support.  \nMs.Nutnicha Tanago  \n# TABLE OF CONTENTS\n\n## ABSTRACT\n\nACKNOWLEDGEMENTS  \nTABLE OF CONTENTS  \nLIST OF TABLE","cbCaikyXme2hXfNx","https://ap.wps.com/l/cbCaikyXme2hXfNx","pdf",963082,121,"English","# ABSTRACT\n# ACKNOWLEDGEMENTS\n# TABLE OF CONTENTS\n# LIST OF TABLES\n# LIST OF ABBREVIATIONS\n## CHAPTER 1 INTRODUCTION\n## CHAPTER 2 REVIEW OF LITERATURE\n## CHAPTER 3 RESEARCH METHODOLOGY","[{\"question\":\"How was game-based learning used in the study?\",\"answer\":\"Three non-digital games were used to teach English vocabulary over six weeks, then students’ vocabulary performance was assessed.\"},{\"question\":\"What research design and instruments were applied?\",\"answer\":\"The study used a one-group pretest-posttest design with a pretest, a posttest, and a questionnaire to measure students’ attitudes.\"},{\"question\":\"What did the study find about students’ vocabulary learning outcomes?\",\"answer\":\"Students’ post-test scores were significantly higher than their pre-test scores.\"},{\"question\":\"What attitudes did students report toward using games for vocabulary learning?\",\"answer\":\"Most students agreed that the approach helped them spell correctly and memorize words easier, and they reported it was fun and created a good classroom atmosphere.\"}]","The Effectiveness of Using Game-Based Learning in Teaching English Vocabulary | PDF",1790596967,305]