PRE-SERVICE TEACHERS EXPERIENCES IN DEVELOPING STUDENTS SPEAKING SKILLS USING GAME-BASED LEARNING IN THAILAND

Abstract

This study aims to explore the experiences of pre-service teachers in using game-based learning to develop students’ speaking skills during their practicum in Thailand. Using a narrative inquiry approach, five pre-service teachers who took part in an international community service and teaching program (KKN) shared their personal stories and reflections. Data were collected through close-ended questionnaires and semi-structured interviews, enabling the researchers to gather both structured responses and rich, personal narratives. The findings revealed that the pre-service teachers generally had positive experiences with GBL, especially in using both digital and non-digital games, as well as group-based strategies that encouraged collaboration and communication. However, they also reflected on the challenges of implementing games in a foreign teaching context, such as time constraints and classroom management issues. These narratives underscore the transformative potential of game-based learning, not only in enhancing students’ speaking abilities but also in supporting the professional growth of pre-service teachers.