Effects of Cooperative Learning Integrated with Game-Based Learning on Undergraduate Students’ English Language Proficiency Based on the CEFR

บทคัดย่อ

This study aimed to 1) compare students' language proficiency before and after learning through cooperative learning integrated with game-based learning, and 2) examine students' CEFR English proficiency levels following cooperative learning integrated with game-based learning. A quasi-experimental one group pretest–posttest design was employed. The study purposively selected 54 fourth-year English major students from the Faculty of Education and Human Development, Sisaket Rajabhat University. Research instruments included cooperative learning integrated with game-based learning lesson plans and a CEFR-based English proficiency test. The intervention was implemented over a four-month period from November 2025 to February 2026. Data were analyzed using descriptive statistics, including frequency, percentage, mean, standard deviation, and dependent t-test.

The findings were as follows:

1) The results of the study on students’ language proficiency before and after learning through cooperative learning with games revealed that students’ post-learning scores (Mean = 45.56, S.D. = 6.48) were higher than their pre-learning scores (Mean = 38.56, S.D. = 6.19) at a statistically significant level of .05 (t(53) = 11.93, p = < .001).

            2) Regarding CEFR English proficiency levels, the majority of students achieved the overall level of B1 (51.85%). Looking at specific skills, most students were at the B2 level for Listening (46.30%), B1 for Reading (38.89%), and A2 for Speaking (61.11%) and Writing (59.26%).

            The findings suggest that cooperative learning integrated with game-based learning can serve as an effective instructional approach for enhancing undergraduate students’ English proficiency and preparing them for CEFR-based English proficiency assessment.