ELT Conference 2020

Details of Presenter(s)

Name (s): Daw Ei Ei Cho Zin

Institution: Technological University (Loikaw)

Position: Demonstrator

Home telephone: 09973200867

Office telephone: 0832221475

E-mail: eechozin123@gmail.com

Contact address: 09973200867

Qualifications: MA(English)

Number of years you have taught

2 years and 6 months
English:
Courses you are currently teaching:
e.g. Communicative Skills, Business Communicative Skills
English

Field of study you are interested in: Communicative Skills

Other professional information

(e.g. training courses delivered/
-
conference
presentations/publications)

*** Please note that the papers that reflect the theme of the conference and worth
publishing will be selected for the Proceedings of the Conference.

ncel.ygnmm@gmail.com
Study on the Most Supportive Game in the Class Booster Application in
Learning English Language

Daw Ei Ei Cho Zin

Demonstrator

Department of English
Technological University (Loikaw)
Myanmar
January, 2020
 Abstract
In 2019-2020 academic year, Technological Universities in Myanmar have brought
completely changes in the English curriculum for all courses. The new one is a
communicative language course which mainly focuses on skill development (reading,
listening, writing & speaking) and language development (grammar.& structure, vocabulary)
for the learners. The use of class booster application plays a very important role to be
effective this new curriculum. It also supports the teaching and engages students in the
learning process. Moreover, games from this application enable teachers to adapt classroom
activities and homework assignments, thus enhancing the language learning experience. This
study aims to find out which type of game in this application offers the most powerful
learning tools for learners to study with on their own. In order to do so a survey was done
among twenty seven students from Technological University (Loikaw). It is found out that
Audio Game is the most supportive game for the learners to study with on their own.
Introduction
In Technological University, the English curriculums for all courses have completely
changed in 2019.The new one is a communicative language course focuses on real-world,
tangible competencies. Equally, meaningful learning is often paired with the communicative
approach. In order to support meaningful learning, learners need to use respective class
booster application for each course as a significant part of their learning process.Class
booster application contains six types of game(word flash, word match, quiz, audio,
unscramble and summary) for each lesson. These games can support and improve various
vocabulary fields and also give valuable language feedback. It also supports learner
motivation by engaging learners authentically and with motivating purpose. The aim of the
study is to find out which type of game in the class booster application offers the most
powerful learning tools for learners to study with on their own. In order to do so, the
researcher surveyed twenty seven students from Technological University (Loikaw).
Literature Review
Quantitative Research
Quantitative research is a structured way of collecting and analyzing data obtained
from different sources. It involves the use of computational, statistical, and mathematical
tools to derive results.
 According to Creswell (2003); Williams (2011), quantitative research employs
strategies of injuries such as experiments and surveys and collect data on predetermined
instruments that yield statistical data.
According to Leedy & Ormrod 2001, there are three broad classifications of
quantitative research. They are descriptive research, experimental research and causal
comparative research. In descriptive research, there are four kinds: correlational,
developmental design, observational studies and survey research. Among them, the
researcher has used a survey research method for this paper.
Survey Research
A survey research is one of the ways to gather data in the social sciences. It is the
collection of data attained by asking individuals questions either in person, on paper, by
phone or online.
Research Methodology
Materials
Blueprint B1student book published by Peggy Anderson and Thomas Hong in 2019
and Blueprint B1class booster application released in 2019 are selected as materials.
Methods
In the present research, a quantitative method was used to find out which type of
game in the class booster application offers the most powerful learning tools for learners to
study with on their own.The tree diagram of a quantitative method is as follow:
descriptive research correlational research
Quantitative Research experimental research developmental design research
causal comparative research observational studies research
survey research
According to Leedy & Ormrod 2001, there are three broad classifications of
quantitative research. They are descriptive research, experimental research and causal
comparative research. In descriptive research, there are four kinds: correlational,
developmental design, observational studies and survey research. Among them, the
researcher has used a survey research method for this paper.
Procedures of the Research
In order to find out which type of game in this application offers the most powerful
learning tools for learners, a structured questionnaire was given to the participants. Data were
collected on January 10, 2019. After that the researcher examined the data of the participants.
Finally, each type of game in this application was mentioned with percentage in table and
then the researcher found out which type of game in the class booster application is the most
supportive game for learners.
Analysis on the Most Supportive Game in the Class Booster Application in Learning
English Language
Class Booster Application is a digital companion to some of Compass Publishing’s
titles. It provides fun, reinforcement activities for learners and simple to use. The service is
accessible on mobile devices and PCs. There are a wide variety of activities, which vary from
book to book so learners are always engaged. With Class Booster, students can have fun
learning on a mobile device and easily email their results to their teacher.
Table: Present data from the participants
The following table shows which type of game in the class booster application offers
the most powerful learning tools for each participant to study with on his/her own.

Types of Game in Class Booster Application

No
Name Word Word
. Quiz Audio Unscramble Summary
Flash Match
1. Arkar Maung Maung 
2. Arr Gyi Mae 
3. Myat Mon Cho 
4. Hnin Hnin Wai 
5. Khun John Saw Wai 
6. Kway Myar 
7. Florence 
8. Sai Phyo Htet Aung 
9. Saw Lin Htet Ko Ko 
10. Tin Moe Win 
11. Htet Aung Win 
12. Ye Myat Oo 
13. Ei Mon San 
14. Kaung Khant Kywae 
15. Pyae Phyo Aung 
 Types of Game in Class Booster Application
No
Name Word Word
. Quiz Audio Unscramble Summary
Flash Match
16. Phoo Pwint Theingi 
17. Yoon Wathan Aung San 
18. Akar Oo 
19. Khaing Myo Zaw 
20. Joo Sai YahNaung 
21. Hla Ohn Mae 
22. Sai Hak Khay 
23. Yan Paing Hmue 
24. Shoon Wut Hmone Aung 
25. Pyae Phyo Kyaw 
26. Khun Ngwe Phyo Lwin 
27. Nang Kham Lar Myat 

It is found out that the type of word flash game is chosen by (2) participants, word
match game is chosen by (2) participants, quiz game is chosen by (4) participants, audio
game is chosen by (15) participants, unscramble is chosen by (4) participants and summary
game is not chosen.
Findings and Discussion
In this chapter, all the findings from the analysis of the most supportive game in class
booster application are presented in percentage term. On the basic of these results, which
type of game in the class booster application offers the most powerful learning tools for the
participants to study with on their own is discussed in this section.
 Types of Game in Class Booster
Number Percentage
Application
Word Flash 2 7%
Word Match 2 7%
Quiz 4 15%
Audio 15 56%
Unscramble 4 15%
Summary 0 0%

According to the table, Audio Game is the highest (56%), followed by Quiz Game
(15%),Unscramble Game (15%), Word Flash Game (7%),Word Match Game (7%) and
Summary Game (0%).
According to the findings, it can be seen that Audio Game is the most supportive
game for the learners to study with on their own.
Conclusion
This paper has examined which type of game in the class booster application offers
the most powerful learning tools for the learners to study with on their own. According to the
findings, it is found out that Audio Game is the most supportive game for the participants,
Quiz Game and Unscramble Game are in the second place, Word Flash Game and Word
Match Game are in the third place and there is no one who chose Summary Game as the
most supportive learning tool.

References
Creswell,J.W.(2003), Research design: Qualitative, Quantitative, and Mixed Method
Approaches
www.kenpro.org/ quantitative and qualitative research approaches
Research Methods by Carrie Williams (Journal of Business & Economic Research :
Volume5, Number 3)