Bridging Gaps in Elementary English Classroom Management: A Gamification Perspective

Bridging Gaps in Elementary English Classroom Management: A Gamification Perspective

Bridging Gaps in Elementary English Classroom Management: A Gamification Perspective

Zhihao Yang, Chalermpon Kongjit

Abstract

"This study addresses the challenges of second language classroom management, specifically focusing on new teachers in elementary English classes. Classroom disruption poses a significant challenge impacting instruction and management, particularly for new teachers. Exploring the excitement and challenges of learning English as a Second Language and acknowledging the significance of active student participation, findings reveal gaps in ineffective classroom management strategies, insufficient positive behavior encouragement, and inadequate addressing of negative behaviors. The paper introduces a qualitative research design, utilizing purposive sampling and classroom observation. The paper proposes a gamification conceptual framework as a transformative solution for effective classroom management, validated through expert reviews, demonstrating the quantification of engagement and behavioral improvements. The study emphasizes the potential impact of gamified classroom management on student learning."

Reference

Yang, Z., & Kongjit, C. (2023). Bridging gaps in elementary English classroom management: A gamification perspective. In Proceedings of the … (paper No. 10479990). IEEE. Retrieved from https://ieeexplore.ieee.org/abstract/document/10479990

Keywords

Disruptive Behavior, Second Language Classroom, Gamification