EFL LEARNERS’ EXPERIENCES WITH GAME-BASED LEARNING IN AN ENGLISH CLUB CONTEXT AT AKI UNIVERSITY

Abstract

This study explores the lived experiences of English as a Foreign Language (EFL) university students with Game-Based Learning (GBL) in an informal, extracurricular context within an English club at Universitas AKI. This research addresses a gap in the literature concerning the synergistic effects of combining GBL pedagogy with non-formal learning environments. A qualitative study design was employed, utilizing open-ended questionnaires based on students' experiences, which were subsequently analyzed thematically. Sample taken from seven students club members with limited English proficiency participated in whisper pronunciation games and multiple-choice vocabulary quizzes using Wayground (formerly Quizizz). The results indicate that game-based activities increased motivation, engagement, and confidence among the students. Students reported improvements in pronunciation accuracy and vocabulary recall. These findings align with prior research suggesting that games can create meaningful language contexts and enhance student motivation and skill. Challenges included occasional anxiety and time constraints, echoing findings from other studies on English club activities. Overall, the game-based activities positively affected learning outcomes and student attitudes toward English learning. This study highlights the value of integrating playful learning into EFL clubs and suggests that educators adopt similar activities to boost language engagement.