THE EFFECTIVENESS OF GAME-BASED LEARNING FOR TEACHING ENGLISH TO IPER (THE INSTITUTE OF PHARMACEUTICAL EDUCATION AND RESEARCH) PHARMACY STUDENTS

The aims of this article were to test and to evaluate a game-based learning (GBL) approach for teaching English to IPER pharmacy students. GBL model was applied in a fifteen-week semester English course for first-year institute pharmacy students. The course met once a week for two hours. During each class, the students were divided into small groups of 4–5 to participate in three educational games related to vocabulary, pronunciation, and sentence creation. At the completion of each game, the teacher held a discussion with the students. The effectiveness of the game-based model was evaluated by a pre-test at the start of the semester and a post-test at the end of the semester. Both tests covered knowledge of vocabulary, knowledge of grammar, and self-assessment of vocabulary and grammar competency. Pronunciation skills were evaluated in the semester midterm and final exams.