THE DEVELOPMENT OF KOREAN SPEAKING SKILLS OF GRADE 12 STUDENTS USING GAMIFICATION TECHNIQUES

Abstract

This action research aimed to 1) develop Korean-speaking skills through gamification techniques, and 2) examine students' learning motivation through a reflective process. A mastery criterion of 75% of the total score was established. The target group consisted of 37 Grade 12 students enrolled in the second semester of the 2025 academic year at Chantarubeksaanusorn School, selected through purposive sampling. The research instruments comprised: 1) lesson plans incorporating gamification techniques with stamp accumulation and leaderboard mechanisms, 2) a Korean-speaking skill assessment form, and 3) a student interview form. Quantitative data were analyzed using percentage, mean, and standard deviation, while qualitative data were analyzed through content analysis.

            The findings were as follows. Regarding Objective 1, the three cycles of the action research process (PAOR) resulted in continuous improvement in students' Korean-speaking skills. In Cycle 1, a stamp accumulation mechanism was employed to foster motivation, and 56.76% of students met the criterion. In Cycle 2, activities were enhanced through peer-assisted learning, raising the pass rate to 91.89%. In Cycle 3, the intervention was elevated to a peer coaching process targeting specific individual weaknesses, and all students met the criterion, with the pass rate reaching 100%. Regarding Objective 2, interview data collected from students who had not met the criterion in each cycle—16 students in Cycle 1 and 3 students in Cycle 2—reflected that gamification techniques effectively reduced communication anxiety and apprehension, fostered an enjoyable learning atmosphere, and enhanced students' self-confidence to the point where they were able to communicate in Korean naturally.