A Study on Classroom Engagement in Gamified English Instruction in Elementary Schools Across Different Class Sizes: A Case of a Summer Volunteer Teaching Classroom in Longyou County, Zhejiang Province

Wenwen Xu; Hongjing Chang

doi:10.62177/jetp.v3i4.1768

Authors

Wenwen Xu Quzhou University
Hongjing Chang Quzhou University

DOI:

https://doi.org/10.62177/jetp.v3i4.1768

Keywords:

Class Size, Gamified Classroom, Classroom Engagement, Elementary School English

Abstract

This study examines the impact of class size on the participation of primary school English gamification teaching, focusing on the changes in the participation of habitually silent students. The data were collected through classroom observation, semi-structured interviews and case tracking, and the five classes of different classes were observed in a triangular way. The results showed that the class size was negatively correlated with classroom participation. The smaller the class, the higher the overall participation. The silent students also had positive changes in active response, non-verbal participation and attention maintenance; these results can provide a preliminary reference for front-line teachers to adjust gamification teaching strategies under different lesson types.

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