The Use of Task-Based and Game-Based Learning in English Learning at Small Primary Schools in Nakhon Pathom, Thailand

This study aimed to determine the effects of a teaching model combining Task-Based Learning (TBL) and Game-Based Learning (GBL), called the Orientation Performance Presentation Analysis Application (OPPAA) model, developed by the researchers, on primary students' English proficiency and to explore teachers' and students' opinions of the model. The research employed a one-group pre-test post-test design with seven English teachers and 69 Grade 6 students chosen by means of cluster random sampling and simple random sampling. The instruments used included the OPPAA model, an English proficiency test, an opinion questionnaire, and interview questions. Data were analyzed using means, standard deviation, paired samples t-test, and content analysis. The findings revealed that 1) the students' scores on the post-test demonstrated a statistically significant improvement when compared to their pre-test scores (p < 0.05); 2) teachers displayed a strong inclination to express favorable opinions of the model; and 3) the students expressed positive opinions of the model, the teachers, and course contents. This was probably because TBL encouraged language learning through communicative tasks and collaborative learning, while GBL enhanced fun and active engagement, both of which assisted students in learning the language in an enjoyable and interactive environment. Based on the study findings, it can be concluded that the OPPAA model integrating task-based and game-based learning could be used to enhance primary students' English proficiency.