VietTESOL International Convention 2026

This study investigates the use of gamified speaking tasks to increase classroom participation among A2-level learners in lower secondary English classrooms. Many Vietnamese students at this level often feel anxious and lack confidence when speaking English, which reduces their willingness to participate in communicative activities.
To address this issue, a range of gamified speaking activities, including role-play games, speaking bingo, and information-gap tasks, were integrated into speaking lessons for students from Grades 5 to 8 over a six-week period. The study employed an action research approach, using classroom observations, participation checklists, and student surveys to collect data.
The findings reveal that gamified speaking tasks positively influenced students’ engagement and willingness to communicate in English. Students participated more actively, interacted more confidently with peers, and showed greater interest in speaking activities. In addition, the use of games helped create a supportive and low-anxiety learning environment for lower-proficiency learners.
The study highlights the potential of gamification as an effective strategy for promoting participation and improving speaking engagement in A2 English classrooms.
Keywords: gamification, speaking activities, A2 learners, classroom participation, speaking confidence, lower secondary education