Views: 3,931
Arab World English Journal (AWEJ) Volume 16. Number 4, December 2025 Pp.257-272
Academy of Language Studies,
Universiti Teknologi MARA, 40450 Shah Alam, Selangor Darul Ehsan, Malaysia
Pusat Pengajian Citra Universiti
Universiti Kebangsaan Malaysia, 43600 UKM Bangi, Selangor Darul Ehsan, Malaysia.
Language connects people, as it is one of the important tools for communication. Having one shared language to communicate to one another is essential particularly in today’s a fast-paced borderless world. In Malaysia, despite English being learnt formally in academic settings for an average of 11 years for each Malaysian student, their language proficiency is still concerning. Thus, this study explores the potential of using game-based learning activities in reducing speaking anxiety among low-proficiency English as a second language (ESL) learners at the tertiary level. This study employed a qualitative method, involving 18 participants answering an open-ended survey on their perceptions of using game-based learning activities for their English language class at the end of their semester. The findings revealed that these low-proficiency students feel comfortable using the language after being exposed to game-based learning activities throughout the semester. The game-based learning activities promote a conducive learning environment, increase motivation, and reduce their anxiety, making them feel confident using the language. Consequently, game-based learning activities effectively reduce speaking anxiety in using the English language among low-proficiency ESL learners by providing a supportive and enjoyable learning environment. This approach holds significant potential for enhancing communicative confidence among low-proficiency ESL learners in Malaysian tertiary institutions
Mafarhanatul Akmal Ahmad Kamal & Mohd Fadhli Shah Khaidzir (2025). From Silent to Speaking: Reducing Speaking Anxiety in Low-Proficiency ESL Learners Through Game-Based Learning. Arab World English Journal (AWEJ), 16(4).257-272
Adipat, S., Laksana, K., Busayanon, K., Ausawasowan, A., & Adipat, B. (2021). Engaging students in the learning process with game-based learning: The fundamental concepts. International Journal of Technology in Education, 4(3), 542–552. https://doi.org/10.46328/ijte.169
Akyildiz, S. T., & Ahmed, K. H. (2021). An overview of qualitative research and focus group discussion. International Journal of Academic Research in Education, 7(1), 1–15. https://doi.org/10.17985/ijare.866762
Alizadeh, M. (2016). The impact of motivation on English language learning. International Journal of Research in English Education, 1(1), 11-15.
Allen-Abulhassan, T. (2025). Confidence Challenges in English Language learning: Student perceptions. Arab World English Journal, 16(2), 328–341. https://doi.org/10.24093/awej/vol16no2.18
Alsawaier, R. S. (2018). The effect of gamification on motivation and engagement. The International Journal of Information and Learning Technology, 35(1), 56-79.
Alzubi, A. A., Nazim, M., & Ahamad, J. (2024). Examining the effect of a collaborative learning intervention on EFL students’ English learning and social interaction. Journal of Pedagogical Research, 8(2), 26-46. https://doi.org/10.33902/JPR.202425541
Ariyurek, E. A., & Yurtseven, N. (2024). School engagement and learning responsibility in middle school students. International Journal of Curriculum and Instructional Studies, 14(2), 220-250. https://doi.org/10.31704/1500085
Azurawati Wok Zaki & Ramiaida Darmi. (2021). CEFR: Education towards 21st Century of Learning. Why Matters? Journal of Social Science and Humanities, 4(2), 14–20. https://doi.org/10.26666/rmp.jssh.2021.2.3
Badrasawi, K. J., Solihu, A., & Ahmad, T. B. T. (2020). Second Language Speaking Anxiety among Malaysian Postgraduate Students at a Faculty of Education. International Journal of Education and Literacy Studies, 8(2), 54-61.
Chadafi, M. (2023). The Use of game-based learning on student’s speaking skill and speaking anxiety: An experimental research at seventh grade of MTs YASMU. JEET, Journal of English Education and Technology, 4(01), 43 – 57.
Chan, S., & Lo, N. (2024). Enhancing EFL/ESL instruction through gamification: A comprehensive review of empirical evidence. Frontiers in Education, 9:1395155. https://doi.org/10.3389/feduc.2024.1395155
Chua, R. (2024, February 4). Priority to improve standard of English. The Star. https://www.thestar.com.my/news/nation/2024/02/04/priority-to-improve-standard-of-english
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer.
Dörnyei, Z. and Ushioda, E. (2011). Teaching and Researching Motivation. 2nd ed., Pearson Education Limited, New York, NY.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.
Goodarzi, A., & Namaziandost, E. (2025). A mixed-methods study on the effects of online dynamic assessment on L2 learners’ motivation and speaking anxiety: Beyond the classroom perspectives. Computers in Human Behavior Reports, 17, 100584. https://doi.org/10.1016/j.chbr.2024.100584
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x
Hou, H., & Keng, S. (2020). A Dual-Scaffolding framework integrating Peer-Scaffolding and Cognitive-Scaffolding for an augmented Reality-Based educational board game: an analysis of learners’ collective flow state and collaborative learning behavioral patterns. Journal of Educational Computing Research, 59(3), 547–573. https://doi.org/10.1177/0735633120969409
Jain, N. (2021). Survey versus Interviews: Comparing data collection Tools for Exploratory research. The Qualitative Report. https://doi.org/10.46743/2160-3715/2021.4492
Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
Lantolf, J. P. (2000). Introducing sociocultural theory. Sociocultural theory and second language learning, 1, 1-26. Oxford University Press.
Le, H. V. (2024). Silence in the classroom: Unraveling the cultural dynamics affecting participation and critical thinking in Malaysian and Vietnamese engineering education. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2404780
Lin, Y., Mohamad, Maslawati Mohamad & Mohd Izwan Mahmud. (2025). Exploring the relationship between English-Speaking Self-Efficacy and English learning motivation among Polytechnic EFL learners. Arab World English Journal, 16(1), 55–69. https://doi.org/10.24093/awej/vol16no1.4
Liu, M., & Jackson, J. (2008). An exploration of Chinese EFL learners’ unwillingness to communicate and foreign language anxiety. The Modern Language Journal, 92(1), 71–86. https://doi.org/10.1111/j.1540-4781.2008.00687.x
Mohd Fadhli Shah Khaidzir & Mafarhanatul Akmal Ahmad Kamal. (2023). Sampan the survival game: Basic communication strategies for ESL learners. International Journal of Academic Research in Progressive Education and Development, 12(4). https://doi.org/10.6007/ijarped/v12-i4/19812
Mohd Fadhli Shah Khaidzir, Mafarhanatul Akmal Ahmad Kamal, Ramachandran, D., Siti Aisyah Mohd Adaha, Nurul Nazihah Nuraddin & Maryam Fakhrul Anuar. (2024). The relationship between English proficiency and public speaking anxiety among second language learners. International Journal of Academic Research in Business and Social Sciences, 14(11). https://doi.org/10.6007/ijarbss/v14-i11/23209
Nor Aida Sapuan, Fariha Diyana Awang Ali, Arif Bahari Mohamed Musli, & Rashidin Idris. (2025). Conquering the Fear: Navigating second Language speaking anxiety among ESL learners in Selangor Private University. International Journal of Research and Innovation in Social Science, IX(IIIS), 5146–5152. https://doi.org/10.47772/ijriss.2025.903sedu0371
Reinders, H., & Wattana, S. (2015). Affect and willingness to communicate in digital game-based learning. ReCALL, 27(1), 38–57. https://doi.org/10.1017/s0958344014000226
Siti Fatimah Omar, Haslinda Sutan Ahmad Nawi, Tengku Shahrom Tengku Shahdan, Mee, R. W. M., Pek, L. S., & Fatin Syamilah Che Yob. (2020). Interactive language learning activities for learners’ communicative ability. International Journal of Evaluation and Research in Education (IJERE), 9(4), 1010. https://doi.org/10.11591/ijere.v9i4.20605
Sun, L., Kangas, M., Ruokamo, H., & Siklander, S. (2023). A systematic literature review of teacher scaffolding in game-based learning in primary education. Educational Research Review, 40, 100546. https://doi.org/10.1016/j.edurev.2023.100546
Tian, F., & Irfan Naufal Umar. (2025). Research Trends of Digital Game-based Learning for Technical Vocabulary Acquisition: A Systematic Decennial Literature Review (2014-2024). Arab World English Journal, 16(3), 60–88. https://doi.org/10.24093/awej/vol16no3.4
Wong, C. H. T., & Melor Md Yunu. (2023). Let “Flippity” speak: Using online board game to improve speaking skills among elementary pupils. European Journal of Educational Research, 12(2), 1085–1096. https://doi.org/10.12973/eu-jer.12.2.1085
Zhou, S. (2024). Gamifying language education: The impact of digital game-based learning on Chinese EFL learners. Humanities and Social Sciences Communications, 11(1). https://doi.org/10.1057/s41599-024-04073-3
Zolfaghari, Z., Karimian, Z., Zarifsanaiey, N., & Farahmandi, A. Y. (2025). A scoping review of gamified applications in English language teaching: a comparative discussion with medical education. BMC Medical Education, 25(1), 274.
Mafarhanatul Akmal Ahmad Kamal is a lecturer at the Department of English Language and Linguistics, Universiti Teknologi MARA (UiTM) Shah Alam. She received her Master of Arts in Applied Linguistics with TESOL from The University of Sheffield. Her research focuses on language and linguistics, bilingualism, and English language teaching.
ORCID: https://orcid.org/0000-0001-9216-478X
Mohd Fadhli Shah Khaidzir is a Senior Lecturer at CITRA UKM, Universiti Kebangsaan Malaysia. He holds a PhD in Postcolonial Literature and Psychogeography. His expertise includes psychogeography, travel literature, and sense of place, with current projects on augmented reality, heritage, visual communication, and new media. ORCID: https://orcid.org/0000-0001-7873-7000