Motivating Left-Behind Vocational Students in English Learning through Game-Based Listening Activities: The Interaction between Self-Esteem and Listening Comprehension Skills

Abstract

To enhance the motivation of left-behind vocational students to learn English, exploring innovative ways of learning English suitable for such students. This study investigates the effectiveness of game-based listening activities in improving English language learning among left-behind vocational students in China. Employing a quasi-experimental design, the research examined the impact of the intervention on learning motivation and listening comprehension skills, while considering the moderating effects of self-esteem and various environmental factors. A sample of 198 left-behind vocational students participated in the study, with 99 in the experimental group and 99 in the control group. Results revealed significant improvements in overall motivation (d = 0.79) and listening comprehension skills (d = 0.92) for the experimental group. Notably, intrinsic motivation showed a larger increase (d = 0.85) compared to extrinsic motivation (d = 0.31). Self-esteem was found to moderate the intervention’s effectiveness, with higher self-esteem associated with greater improvements. Environmental factors, particularly access to technology and school support, significantly influenced learning outcomes. The study provides evidence for the efficacy of game-based approaches in addressing the unique challenges faced by left-behind vocational students and highlights the importance of considering individual psychological factors and environmental contexts in educational interventions. Future research should focus on the long-term efficacy, scalability, and methods to cater to students with varying levels of self-esteem and environmental support.