The usage of Games-Based Intervention in Improving the English Language Proficiency of High School B40 Students

Abstract

The objective of this study is explore the use game-based intervention as a tool in understanding its contributions to the level of English Language proficiency among B40 secondary school students in Klang Valley (n=104). Results was tested using correlational study in SPSS. The level of English proficiency improvement of students was measured according to The Common European Framework of Reference for Languages (CEFR). Results indicate that more than 50% (54) shows a significant result in improvement with moderate-string correlation and statistically significant. This allows the curation of appropriate strategies and responses to address application development in English language learning if necessary. Keywords: Game-based Intervention (GBI); UN Sustainable Development Goals 4 (SDG); The Common European Framework of Reference for Languages (CEFR); B40 eISSN: 2398-4287 © 2021. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v6iSI6.3036