Online ESL Games as Interactive Media for Teaching English to PAUD Prospective Teachers
Abstract
This study investigated the implementation of online ESL (English as a Second Language) games as interactive media for teaching English to prospective Early Childhood Education (PAUD) teachers. The study aimed to investigate the impact of online ESL games on students’ learning motivation, classroom engagement, and participation in English language learning activities. A quantitative approach, utilizing a pre-experimental one-group pre-test and post-test design, was employed in this study. The participants were undergraduate students of the Early Childhood Education Department at STAI Al Mujtama Pamekasan. Data were collected through motivation questionnaires and classroom observations before and after the implementation of online ESL games. The questionnaire measured several motivational aspects, including students’ interest, confidence, enthusiasm, participation, and enjoyment in learning English. The findings revealed that the implementation of online ESL games positively affected students’ learning motivation and classroom interaction. Students demonstrated higher enthusiasm, greater confidence in using English, and increased participation during learning activities. The classroom atmosphere also became more interactive, collaborative, and enjoyable compared to conventional teaching methods. In addition, online ESL games helped reduce students’ anxiety in learning English and encouraged active engagement through competitive and collaborative activities. The statistical analysis showed that the post-test scores were significantly higher than the pre-test scores, indicating improvement in students’ motivation after the treatment. The study concludes that online ESL games can serve as effective interactive media for teaching English to PAUD prospective teachers. Furthermore, the use of game-based learning may help prospective teachers develop innovative and technology-integrated teaching practices for future early childhood classrooms.
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DOI: https://doi.org/10.31004/jele.v11i5.2602
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