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

Authors

  • Jinghui Yu

    School of Educational Studies, Universiti Sains Malaysia, Gelugor 11800, Pulau Pinang, Malaysia
  • Rohaya Abdullah

    School of Educational Studies, Universiti Sains Malaysia, Gelugor 11800, Pulau Pinang, Malaysia

DOI:

https://doi.org/10.30564/fls.v7i1.7509
Received: 15 October 2024 | Revised: 6 November 2024 | Accepted: 11 November 2024 | Published Online: 15 January 2025

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.

Keywords:

Game-Based Learning; Left-Behind Students; Vocational Education; English Language Learning; Listening

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How to Cite

Yu, J., & Abdullah, R. (2025). Motivating Left-Behind Vocational Students in English Learning through Game-Based Listening Activities: The Interaction between Self-Esteem and Listening Comprehension Skills. Forum for Linguistic Studies, 7(1), 1033–1045. https://doi.org/10.30564/fls.v7i1.7509

Issue

Vol. 7 , Iss. 1 (January 2025)

Article Type

Article

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Copyright © 2025 Jinghui Yu, Rohaya Abdullah

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.