Design and Development of a GPBL College English Module for First-Year College Students in China
Abstract
This study presents the design and development of a gamification and problem-based Learning (GPBL) College English module for first-year students at Chengdu College of University of Electronic Science and Technology of China (UESTC). The research addressed documented challenges in Chinese College English education, including low achievement in reading and speaking skills, moderate interest levels, and insufficient self-efficacy among students. Using the ADDIE model as a systematic framework, the study developed an innovative module integrating gamification elements with problem-based learning approaches. The development process involved analyzing the needs of 400 first-year students and five English teachers, designing learning activities based on four textbook units, developing online and offline materials, implementing a pilot test with 40 students, and evaluating the module through expert reviews and participant feedback. Results from the pilot study showed improvements in speaking achievement, learning interest, and learning self-efficacy among experimental group participants. The GPBL College English module incorporated challenge-based scenarios, point systems, leaderboards, and collaborative problem-solving activities that transformed traditional teacher-centered instruction into engaging student-centered learning experiences. This research contributes a practical framework for addressing persistent challenges in College English education through systematic instructional design that balances theoretical rigor with practical implementation needs.
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References
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