Vol. 13/ Núm. 1 2026 pág. 3298
https://doi.org/10.69639/arandu.v13i1.2116
The Use of the Snakes and Ladders Game to Improve English
Speaking Skills in EFL Primary Students
El uso del juego de serpientes y escaleras para mejorar las habilidades orales en inglés
en estudiantes de primaria como lengua extranjera (EFL)
Devy Janeth Campaña Quel
https://orcid.org/0009-0004-1721-5830
djcampanaq@ube.edu.ec
Universidad Bolivariana del Ecuador
Durán – Ecuador
Jenny Rocío Daquilema Monge
jrdaquilemam@ube.edu.ec
https://orcid.org/0009-0001-9494-1041
Universidad Bolivariana del Ecuador
Durán – Ecuador
Carlos Lenin Álvarez Llerena
clalvarezl@ube.edu.ec
https://orcid.org/0000-0001-7263-2611
Universidad Bolivariana del Ecuador
Durán - Ecuador
Artículo recibido: 18 febrero 2026-Aceptado para publicación: 20 marzo 2026
Conflictos de intereses: Ninguno que declarar.
ABSTRACT
This study explored the effectiveness of the game Snakes and Ladders as a tool for improving the
oral skills of A1-level English as a Foreign Language (EFL) students at a public school in Carchi,
Ecuador. The main objective was to determine whether the game promoted oral participation,
vocabulary use, and fluency in an interactive classroom setting. The intervention focused on
personal information and basic vocabulary, incorporating oral activities such as asking and
answering simple questions during the game. This study adopted a mixed-methods approach,
integrating quantitative and qualitative methods. Data collection included a pre-test, a post-test,
assessment rubrics, and self-assessment surveys administered to students to evaluate linguistic
progress and affective variables. The results showed a notable improvement in students' oral
expression skills, particularly in fluency, vocabulary production, and active participation.
Furthermore, the students demonstrated increased motivation and confidence during oral
expression activities. Therefore, the Snakes and Ladders game created a pleasant, low-stress
environment, which encouraged spontaneous language use and interaction among the students.
Overall, the results supported the integration of gamified strategies into elementary school
English as a Foreign Language classrooms as a practical approach to fostering communicative
competence and positive learning experiences.
Keywords: elementary school students, EFL, gamification, snakes and ladders, speaking
skills
Vol. 13/ Núm. 1 2026 pág. 3299
RESUMEN
Este estudio exploró la eficacia del juego Serpientes y Escaleras como herramienta para mejorar
las habilidades orales de los estudiantes de inglés como lengua extranjera (EFL) de nivel A1 en
una escuela pública de Carchi, Ecuador. El objetivo principal fue determinar si el juego promovía
la participación oral, el uso del vocabulario y la fluidez en un entorno de clase interactivo. Se
utilizó una intervención en el aula centrada en el tema de la información personal y en el
vocabulario básico, que incorporó actividades orales, como formular y responder preguntas
sencillas durante el juego. La presente investigación adoptó un enfoque mixto, integrando
métodos cuantitativos y cualitativos. Para la recolección de datos se utilizaron una prueba previa,
una prueba posterior, rúbricas de evaluación y encuestas de autoevaluación dirigidas a los
estudiantes, con el propósito de evaluar el progreso lingüístico y las variables afectivas. Los
resultados mostraron una mejora notable en la capacidad de expresión oral de los alumnos, en
particular en la fluidez, la producción de vocabulario y la participación activa. Además, los
estudiantes evidenciaron una mejora en su motivación y confianza al participar en actividades de
expresión oral. De este modo, el juego de Serpientes y Escaleras proporcionó un ambiente
agradable y de baja ansiedad, lo que favoreció el uso espontáneo del lenguaje y la interacción de
los estudiantes. En general, los resultados respaldaron la integración de estrategias gamificadas
en las aulas de inglés como lengua extranjera de primaria como una estrategia práctica para
fomentar la competencia comunicativa y las experiencias de aprendizaje positivas.
Palabras clave: estudiantes de educación primaria, EFL, gamificación, juego de
serpientes y escaleras, habilidades orales
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
RESUMEN
Este estudio exploró la eficacia del juego Serpientes y Escaleras como herramienta para mejorar
las habilidades orales de los estudiantes de inglés como lengua extranjera (EFL) de nivel A1 en
una escuela pública de Carchi, Ecuador. El objetivo principal fue determinar si el juego promovía
la participación oral, el uso del vocabulario y la fluidez en un entorno de clase interactivo. Se
utilizó una intervención en el aula centrada en el tema de la información personal y en el
vocabulario básico, que incorporó actividades orales, como formular y responder preguntas
sencillas durante el juego. La presente investigación adoptó un enfoque mixto, integrando
métodos cuantitativos y cualitativos. Para la recolección de datos se utilizaron una prueba previa,
una prueba posterior, rúbricas de evaluación y encuestas de autoevaluación dirigidas a los
estudiantes, con el propósito de evaluar el progreso lingüístico y las variables afectivas. Los
resultados mostraron una mejora notable en la capacidad de expresión oral de los alumnos, en
particular en la fluidez, la producción de vocabulario y la participación activa. Además, los
estudiantes evidenciaron una mejora en su motivación y confianza al participar en actividades de
expresión oral. De este modo, el juego de Serpientes y Escaleras proporcionó un ambiente
agradable y de baja ansiedad, lo que favoreció el uso espontáneo del lenguaje y la interacción de
los estudiantes. En general, los resultados respaldaron la integración de estrategias gamificadas
en las aulas de inglés como lengua extranjera de primaria como una estrategia práctica para
fomentar la competencia comunicativa y las experiencias de aprendizaje positivas.
Palabras clave: estudiantes de educación primaria, EFL, gamificación, juego de
serpientes y escaleras, habilidades orales
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
Vol. 13/ Núm. 1 2026 pág. 3300
INTRODUCTION
One of the most essential aspects of learning English for EFL primary school students is
speaking, as it plays an important role in building confidence, facilitating practical
communication, and enhancing the development of other language skills. According to Babiker
(2018), speaking is a productive skill that involves producing speech sounds. It is the interactive
process of constructing meanings that involves producing, receiving, and processing information.
Additionally, Kehing et al. (2021) highlighted that speaking practice helps consolidate vocabulary
and grammar acquired through reading and writing, thereby developing a more comprehensive
language-learning experience.
However, speaking remains a significant challenge for teachers and students, especially
in countries where English is taught as a foreign language (Álvarez et al., 2024). According to
Yan et al. (2024), in contrast to receptive skills such as reading and listening, oral abilities require
learners to produce language in real time while simultaneously addressing grammar, vocabulary,
fluency, and pronunciation. This integration requires not merely cognitive development, but also
emotional, interpersonal, and linguistic competencies, making speaking one of the hardest skills
to master (Ambawani et al., 2025).
In this context, games have emerged as an effective instrument for fostering motivation,
participation, and language use in the classroom (Cruz & Suárez, 2019). It is a widely played
activity that helps students learn the language (Hayuningtyas, 2022). One notable game that has
attracted attention in EFL classrooms is Snakes and Ladders, an instructional game designed to
help students practice speaking quickly. Therefore, students' speaking skills can potentially be
enhanced through the use of Snakes and Ladders as they experience increased enthusiasm and
enjoyment in class, creating a learning environment that encourages greater activity and
interaction (Taka, 2019).
In Ecuador, the Ministry of Education has implemented an English-as-a-Foreign-
Language curriculum that aims to "support the policy of developing citizens in Ecuador who can
communicate effectively in today's globalized world" (Ecuadorian Ministry of Education, 2016,
p. 2). This curriculum establishes that pupils should reach an English proficiency level aligned
with the Common European Framework of Reference for Languages (CEFR) for their grade, from
A1 to B2. It is expected that graduate students have an exit profile at the B2 level. To achieve
this, the core principles of the Ecuadorian EFL Curriculum (2016) demanded the development of
communication skills and the conception of the student as the center of education. While this
policy effort emphasizes communicative skills, many Ecuadorian schools remain rooted in
traditional approaches and rely on textbook-based methods that offer minimal opportunities for
speaking (Benalcazar & Ortega, 2019). Consequently, learners often struggle to express
INTRODUCTION
One of the most essential aspects of learning English for EFL primary school students is
speaking, as it plays an important role in building confidence, facilitating practical
communication, and enhancing the development of other language skills. According to Babiker
(2018), speaking is a productive skill that involves producing speech sounds. It is the interactive
process of constructing meanings that involves producing, receiving, and processing information.
Additionally, Kehing et al. (2021) highlighted that speaking practice helps consolidate vocabulary
and grammar acquired through reading and writing, thereby developing a more comprehensive
language-learning experience.
However, speaking remains a significant challenge for teachers and students, especially
in countries where English is taught as a foreign language (Álvarez et al., 2024). According to
Yan et al. (2024), in contrast to receptive skills such as reading and listening, oral abilities require
learners to produce language in real time while simultaneously addressing grammar, vocabulary,
fluency, and pronunciation. This integration requires not merely cognitive development, but also
emotional, interpersonal, and linguistic competencies, making speaking one of the hardest skills
to master (Ambawani et al., 2025).
In this context, games have emerged as an effective instrument for fostering motivation,
participation, and language use in the classroom (Cruz & Suárez, 2019). It is a widely played
activity that helps students learn the language (Hayuningtyas, 2022). One notable game that has
attracted attention in EFL classrooms is Snakes and Ladders, an instructional game designed to
help students practice speaking quickly. Therefore, students' speaking skills can potentially be
enhanced through the use of Snakes and Ladders as they experience increased enthusiasm and
enjoyment in class, creating a learning environment that encourages greater activity and
interaction (Taka, 2019).
In Ecuador, the Ministry of Education has implemented an English-as-a-Foreign-
Language curriculum that aims to "support the policy of developing citizens in Ecuador who can
communicate effectively in today's globalized world" (Ecuadorian Ministry of Education, 2016,
p. 2). This curriculum establishes that pupils should reach an English proficiency level aligned
with the Common European Framework of Reference for Languages (CEFR) for their grade, from
A1 to B2. It is expected that graduate students have an exit profile at the B2 level. To achieve
this, the core principles of the Ecuadorian EFL Curriculum (2016) demanded the development of
communication skills and the conception of the student as the center of education. While this
policy effort emphasizes communicative skills, many Ecuadorian schools remain rooted in
traditional approaches and rely on textbook-based methods that offer minimal opportunities for
speaking (Benalcazar & Ortega, 2019). Consequently, learners often struggle to express
Vol. 13/ Núm. 1 2026 pág. 3301
themselves orally in English due to limited exposure to the language both inside and outside the
classroom.
Several studies have shown that many students experience difficulties with oral
communication in learning English (Bravo et al., 2019). For instance, educational authorities have
analyzed the effectiveness of English in the current situation, especially within public institutions
(Sevy et al., 2020). This outcome underscores the need to adopt and implement innovative
teaching methodologies, such as games like Snakes and Ladders, to increase student participation
and improve their oral English skills (Rismasari et al., 2025).
While many researchers have examined how communicative activities affect the
development of speaking, few have specifically focused on using traditional games like Snakes
and Ladders to encourage oral language acquisition in EFL environments. Ochoa and Cabrera
(2016) agreed that there are many benefits to using dynamic, participatory activities as
motivational learning techniques that help improve oral skills. Nevertheless, these board games
have not been fully exploited, especially in Ecuadorian primary schools (Chuquitarco, 2024).
Moreover, most current research focuses on the progress of adolescent and adult students, leaving
a significant gap in the development of younger students in the use of these game-based strategies,
which aim to improve oral expression skills (Hikmawan et al., 2023).
Given that oral expression is often the most neglected of the four language skills in
classrooms for young learners (Al-Sobhi & Preece, 2018), incorporating a fun, student-centered
activity such as Snakes and Ladders can help educators and students overcome or improve their
oral skills. Therefore, this study aims to examine the effectiveness of the Snakes and Ladders
game as a teaching tool for improving primary school students' oral skills. Specifically, it seeks
to determine whether applying this game in the classroom enhances their confidence in expressing
themselves, using appropriate vocabulary, constructing complete sentences, and participating
more actively. Consequently, the relevance of this study lies in its focus on the common
difficulties EFL primary students face in developing speaking skills, including limited practice
opportunities, teacher-centered instruction, and affective barriers such as anxiety and fear of
making mistakes. To accomplish the aim and objective of this research, the following research
questions were established:
RQ1: How effective is the Snakes and Ladders game in developing speaking skills in
EFL students at the A1-level learning English as a Foreign Language?
RQ2: How do A1-level EFL students perceive their learning experience using the Snakes
and Ladders game to improve their speaking skills?
Literature Review
Gamification
Gamification in education has become an innovative strategy to transform traditional
learning experiences into more interactive and motivating experiences for students. According to
themselves orally in English due to limited exposure to the language both inside and outside the
classroom.
Several studies have shown that many students experience difficulties with oral
communication in learning English (Bravo et al., 2019). For instance, educational authorities have
analyzed the effectiveness of English in the current situation, especially within public institutions
(Sevy et al., 2020). This outcome underscores the need to adopt and implement innovative
teaching methodologies, such as games like Snakes and Ladders, to increase student participation
and improve their oral English skills (Rismasari et al., 2025).
While many researchers have examined how communicative activities affect the
development of speaking, few have specifically focused on using traditional games like Snakes
and Ladders to encourage oral language acquisition in EFL environments. Ochoa and Cabrera
(2016) agreed that there are many benefits to using dynamic, participatory activities as
motivational learning techniques that help improve oral skills. Nevertheless, these board games
have not been fully exploited, especially in Ecuadorian primary schools (Chuquitarco, 2024).
Moreover, most current research focuses on the progress of adolescent and adult students, leaving
a significant gap in the development of younger students in the use of these game-based strategies,
which aim to improve oral expression skills (Hikmawan et al., 2023).
Given that oral expression is often the most neglected of the four language skills in
classrooms for young learners (Al-Sobhi & Preece, 2018), incorporating a fun, student-centered
activity such as Snakes and Ladders can help educators and students overcome or improve their
oral skills. Therefore, this study aims to examine the effectiveness of the Snakes and Ladders
game as a teaching tool for improving primary school students' oral skills. Specifically, it seeks
to determine whether applying this game in the classroom enhances their confidence in expressing
themselves, using appropriate vocabulary, constructing complete sentences, and participating
more actively. Consequently, the relevance of this study lies in its focus on the common
difficulties EFL primary students face in developing speaking skills, including limited practice
opportunities, teacher-centered instruction, and affective barriers such as anxiety and fear of
making mistakes. To accomplish the aim and objective of this research, the following research
questions were established:
RQ1: How effective is the Snakes and Ladders game in developing speaking skills in
EFL students at the A1-level learning English as a Foreign Language?
RQ2: How do A1-level EFL students perceive their learning experience using the Snakes
and Ladders game to improve their speaking skills?
Literature Review
Gamification
Gamification in education has become an innovative strategy to transform traditional
learning experiences into more interactive and motivating experiences for students. According to
Vol. 13/ Núm. 1 2026 pág. 3302
Shoubashy et al. (2020), gamification is a ludic strategy that uses game-like elements across
different environments to create game-like experiences, thereby promoting activities and
behaviors. Gamification not only captures students' attention but also creates environments and
conditions conducive to learning, facilitating understanding through rapid, constructive feedback
cycles (Surendeleg et al., 2014).
According to Shoubashy et al. (2020), gamification has been understood in three
fundamental approaches: the first is the use of game design components in non-game
environments. Besides, this definition relates to two distinct activities: paidia, which refers to
spontaneous, free behavior, and ludus, which involves a game with precise rules, objectives, and
outcomes. On the other hand, the second approach defines gamification as a voluntary and
enjoyable activity, known for its uncertain character, disconnected from the real world, lack of
tangible productivity, and its function based on pre-established rules; finally, the third approach
understands gamification as a process that enriches the gaming experience through the
implementation of a system that promotes the creation of value by the user. Thus, gamification
has been employed not only to strengthen each student's personal motivation across different
contexts but also to shape students' behavior toward specific or desired activities (Mårell, 2022).
Snakes and Ladders Game
Snakes and Ladders is an ancient Indian Board game regarded today as a worldwide
classic game. Two or more players play it on a game board with numbered, gridded squares; some
"ladders" and "snakes" are pictured on the board, each connecting two specific squares (Annex
3). Thus, the main objective of the game is to navigate one's game piece from the start (bottom
square) to the finish (top square), helped or hindered by ladders and snakes, respectively (Golchai
et al., 2012).
According to Prabantari et al. (2017), "the elements used for playing snakes and ladders
are the snakes and ladders board, a dice, question packs, and playing pieces or tokens" (p.4). The
Snakes and Ladders game is ideal for teaching vocabulary to elementary students; it can be fun
and active, helping them learn and engage with the material. The teacher can use it as a tool for
practicing vocabulary across any content area (Naharuddin & Megawati, 2018).
Speaking Skills
One of the main skills that students must acquire when learning English is speaking.
According to Babiker (2018), "speaking is the productive skill that refers to the production of
speech sounds. It is the interactive process of constructing meanings that involve producing,
receiving, and processing information" (p. 139). On the other hand, Marjonet et al. (2020) argued
that speaking skills depend not only on communication but also on the use of a linguistic code,
adequate vocabulary, and proper pronunciation in specific situations. That is why several
components influence speaking communication, such as fluency, vocabulary, grammar, and
pronunciation.
Shoubashy et al. (2020), gamification is a ludic strategy that uses game-like elements across
different environments to create game-like experiences, thereby promoting activities and
behaviors. Gamification not only captures students' attention but also creates environments and
conditions conducive to learning, facilitating understanding through rapid, constructive feedback
cycles (Surendeleg et al., 2014).
According to Shoubashy et al. (2020), gamification has been understood in three
fundamental approaches: the first is the use of game design components in non-game
environments. Besides, this definition relates to two distinct activities: paidia, which refers to
spontaneous, free behavior, and ludus, which involves a game with precise rules, objectives, and
outcomes. On the other hand, the second approach defines gamification as a voluntary and
enjoyable activity, known for its uncertain character, disconnected from the real world, lack of
tangible productivity, and its function based on pre-established rules; finally, the third approach
understands gamification as a process that enriches the gaming experience through the
implementation of a system that promotes the creation of value by the user. Thus, gamification
has been employed not only to strengthen each student's personal motivation across different
contexts but also to shape students' behavior toward specific or desired activities (Mårell, 2022).
Snakes and Ladders Game
Snakes and Ladders is an ancient Indian Board game regarded today as a worldwide
classic game. Two or more players play it on a game board with numbered, gridded squares; some
"ladders" and "snakes" are pictured on the board, each connecting two specific squares (Annex
3). Thus, the main objective of the game is to navigate one's game piece from the start (bottom
square) to the finish (top square), helped or hindered by ladders and snakes, respectively (Golchai
et al., 2012).
According to Prabantari et al. (2017), "the elements used for playing snakes and ladders
are the snakes and ladders board, a dice, question packs, and playing pieces or tokens" (p.4). The
Snakes and Ladders game is ideal for teaching vocabulary to elementary students; it can be fun
and active, helping them learn and engage with the material. The teacher can use it as a tool for
practicing vocabulary across any content area (Naharuddin & Megawati, 2018).
Speaking Skills
One of the main skills that students must acquire when learning English is speaking.
According to Babiker (2018), "speaking is the productive skill that refers to the production of
speech sounds. It is the interactive process of constructing meanings that involve producing,
receiving, and processing information" (p. 139). On the other hand, Marjonet et al. (2020) argued
that speaking skills depend not only on communication but also on the use of a linguistic code,
adequate vocabulary, and proper pronunciation in specific situations. That is why several
components influence speaking communication, such as fluency, vocabulary, grammar, and
pronunciation.
Vol. 13/ Núm. 1 2026 pág. 3303
According to Jong et al. (2012), speaking fluency is understood as the speaker's ability to
produce speech fluently, quickly, and automatically, even under time pressure. Also, vocabulary
learning is essential for language proficiency, and vocabulary instruction must be approached
systematically, explaining meaning, form, and appropriate use in context to enable understanding
and accurate, fluent expression (Nation, 2005). Furthermore, grammar is necessary because it
provides the rules that organize words, sentences, and messages, giving them understandable
meaning when spoken (Kusumawardani & Mardiyani, 2018). Likewise, pronunciation is crucial
in speech and integrates individual sounds, rhythm, accentuation, and intonation, which facilitate
effective oral communication (Burns & Seidlhofer, 2019).
Applying Snakes and Ladders in EFL Contexts
Gamification constitutes an alternative instructional strategy for teaching EFL learners.
"English as a Foreign Language (EFL) is a term used to describe the study of English as a foreign
language in a non-English speaking country" (Zhang & Hasim, 2023, p. 2). According to Waer
(2021), the implementation of gamification in EFL environments is very effective, as it can
enhance content retention through motivation, participation, and achievement satisfaction; thus,
it is ideal for teaching and strengthening vocabulary learning, as this is crucial within the
communication skills in the mastery of a language. Research by Zhang and Hasim (2023) found
that gamified inverted classrooms were favorable for both teachers and students, as they were
motivating, engaging, effective, and useful for learning, though they also posed certain
challenges. From a teaching perspective, this approach strengthened engagement and increased
motivation, as well as skills, confidence, and self-regulation in the learning process.
Hutama and Khoiriyah (2024) conducted a study with second-grade students in
Indonesia, using the Skanes and Ladders game. They found that using this game helped students
improve their comprehension and vocabulary. According to Naharuddin and Megawati (2018),
the Snakes and Ladders game is effective in strengthening students' vocabulary. They believe that
teaching English to young students requires creative, dynamic approaches and that it is essential
to use appropriate teaching resources to motivate students throughout the learning process.
Furthermore, a study by Azizah et al. (2025) found that Snakes and Ladders is an effective
resource for strengthening oral expression skills, as it promotes active participation and increases
students' confidence.
MATERIALS AND METHODS
Research Design and Methodology
A quasi-experimental mixed-method design was applied in this study. It involves both
quantitative and qualitative approaches, collecting, analyzing, and interpreting data within a
single study that investigates the same underlying paradigm (Carlisle et al., 2023). According to
Creswell et al. (2018), qualitative data is defined as information collected in the form of words,
According to Jong et al. (2012), speaking fluency is understood as the speaker's ability to
produce speech fluently, quickly, and automatically, even under time pressure. Also, vocabulary
learning is essential for language proficiency, and vocabulary instruction must be approached
systematically, explaining meaning, form, and appropriate use in context to enable understanding
and accurate, fluent expression (Nation, 2005). Furthermore, grammar is necessary because it
provides the rules that organize words, sentences, and messages, giving them understandable
meaning when spoken (Kusumawardani & Mardiyani, 2018). Likewise, pronunciation is crucial
in speech and integrates individual sounds, rhythm, accentuation, and intonation, which facilitate
effective oral communication (Burns & Seidlhofer, 2019).
Applying Snakes and Ladders in EFL Contexts
Gamification constitutes an alternative instructional strategy for teaching EFL learners.
"English as a Foreign Language (EFL) is a term used to describe the study of English as a foreign
language in a non-English speaking country" (Zhang & Hasim, 2023, p. 2). According to Waer
(2021), the implementation of gamification in EFL environments is very effective, as it can
enhance content retention through motivation, participation, and achievement satisfaction; thus,
it is ideal for teaching and strengthening vocabulary learning, as this is crucial within the
communication skills in the mastery of a language. Research by Zhang and Hasim (2023) found
that gamified inverted classrooms were favorable for both teachers and students, as they were
motivating, engaging, effective, and useful for learning, though they also posed certain
challenges. From a teaching perspective, this approach strengthened engagement and increased
motivation, as well as skills, confidence, and self-regulation in the learning process.
Hutama and Khoiriyah (2024) conducted a study with second-grade students in
Indonesia, using the Skanes and Ladders game. They found that using this game helped students
improve their comprehension and vocabulary. According to Naharuddin and Megawati (2018),
the Snakes and Ladders game is effective in strengthening students' vocabulary. They believe that
teaching English to young students requires creative, dynamic approaches and that it is essential
to use appropriate teaching resources to motivate students throughout the learning process.
Furthermore, a study by Azizah et al. (2025) found that Snakes and Ladders is an effective
resource for strengthening oral expression skills, as it promotes active participation and increases
students' confidence.
MATERIALS AND METHODS
Research Design and Methodology
A quasi-experimental mixed-method design was applied in this study. It involves both
quantitative and qualitative approaches, collecting, analyzing, and interpreting data within a
single study that investigates the same underlying paradigm (Carlisle et al., 2023). According to
Creswell et al. (2018), qualitative data is defined as information collected in the form of words,
Vol. 13/ Núm. 1 2026 pág. 3304
personal experiences, images, cultural texts, and observational data, aimed at understanding
participants' perspectives, and quantitative data is the information that can be quantified and
analyzed statistically, used to describe and determine patterns and relationships among variables.
The game was adapted according to the teaching purpose (Annex 3). Therefore, quantitative data
were collected through pre- and post-tests to validate the effectiveness of the Snakes and Ladders
game during development and to measure students' satisfaction with game-based learning during
implementation. Moreover, qualitative data were collected through a speaking survey that
explored students' perceptions of the Snakes and Ladders game's effectiveness in enhancing their
speaking skills.
Participants and Research Context
The research was conducted at a public primary school in the Highland region of Carchi
Province, Ecuador. The participants, aged 11-12, are taught English as a Foreign Language in
three 45-minute weekly lessons. The participants included 20 seventh-grade students (7 females
and 13 males). The learners were selected using a convenience sampling technique, which,
according to Taherdoost (2016), involves selecting participants based on their availability,
accessibility, and ease of contact. The students' diverse language abilities provide valuable
insights into the effectiveness of using the Snakes and Ladders game in enhancing oral
communication. The study was carried out in students' regular classroom settings, allowing them
to engage in the activities in a natural, comfortable environment that helped foster authentic
responses, interaction, and confidence during the game's implementation.
Research Instruments
Speaking evaluation rubrics for pre-test and post-test (Annex 1)
Rubrics are conceptualized as effective formative assessment tools for managing the
assessment process (Robertson et al., 2022). In addition, they are defined as versatile and
objective matrices that can be used in various ways to assess and monitor students' work (Crespo-
Cabuto et al., 2021). This tool allows each category to be evaluated under an assessment criterion,
with specific descriptions and precise indicators, designed in a double-entry matrix. It facilitates
the evaluation of observed performance and presents levels of progression based on the student's
ongoing achievements (Brookhart, 2018). This rubric is based on four assessment criteria:
fluency, vocabulary, grammar, and pronunciation. Each criterion is scored on a scale of 1 to 4,
with a maximum total score of 16. The rubric was aligned with the CEFR A1 speaking descriptors
and reviewed for developmental appropriateness. It enabled standardized comparison of oral
performance over time.
Speaking Survey (Annex 2)
According to Gul (2023), a survey is the collection of information from a sample of
individuals through their responses to structured questions. This sort of study allows for a variety
of methods for selecting participants, using various instruments, and collecting data (Cohen et al.,
personal experiences, images, cultural texts, and observational data, aimed at understanding
participants' perspectives, and quantitative data is the information that can be quantified and
analyzed statistically, used to describe and determine patterns and relationships among variables.
The game was adapted according to the teaching purpose (Annex 3). Therefore, quantitative data
were collected through pre- and post-tests to validate the effectiveness of the Snakes and Ladders
game during development and to measure students' satisfaction with game-based learning during
implementation. Moreover, qualitative data were collected through a speaking survey that
explored students' perceptions of the Snakes and Ladders game's effectiveness in enhancing their
speaking skills.
Participants and Research Context
The research was conducted at a public primary school in the Highland region of Carchi
Province, Ecuador. The participants, aged 11-12, are taught English as a Foreign Language in
three 45-minute weekly lessons. The participants included 20 seventh-grade students (7 females
and 13 males). The learners were selected using a convenience sampling technique, which,
according to Taherdoost (2016), involves selecting participants based on their availability,
accessibility, and ease of contact. The students' diverse language abilities provide valuable
insights into the effectiveness of using the Snakes and Ladders game in enhancing oral
communication. The study was carried out in students' regular classroom settings, allowing them
to engage in the activities in a natural, comfortable environment that helped foster authentic
responses, interaction, and confidence during the game's implementation.
Research Instruments
Speaking evaluation rubrics for pre-test and post-test (Annex 1)
Rubrics are conceptualized as effective formative assessment tools for managing the
assessment process (Robertson et al., 2022). In addition, they are defined as versatile and
objective matrices that can be used in various ways to assess and monitor students' work (Crespo-
Cabuto et al., 2021). This tool allows each category to be evaluated under an assessment criterion,
with specific descriptions and precise indicators, designed in a double-entry matrix. It facilitates
the evaluation of observed performance and presents levels of progression based on the student's
ongoing achievements (Brookhart, 2018). This rubric is based on four assessment criteria:
fluency, vocabulary, grammar, and pronunciation. Each criterion is scored on a scale of 1 to 4,
with a maximum total score of 16. The rubric was aligned with the CEFR A1 speaking descriptors
and reviewed for developmental appropriateness. It enabled standardized comparison of oral
performance over time.
Speaking Survey (Annex 2)
According to Gul (2023), a survey is the collection of information from a sample of
individuals through their responses to structured questions. This sort of study allows for a variety
of methods for selecting participants, using various instruments, and collecting data (Cohen et al.,
Vol. 13/ Núm. 1 2026 pág. 3305
2014). A speaking survey was the primary instrument for collecting students' perceptions of the
Snakes and Ladders game's use in developing speaking skills. It includes 10 items grouped into
several aspects of oral performance: confidence, fluency, vocabulary, pronunciation, grammar
use, listening comprehension, interaction, motivation, participation, and general perception. A
four-point Likert scale (Strongly Agree, Agree, Disagree, Strongly Disagree) was used to measure
students' responses. Expert suggestions were incorporated to refine the indicators and better align
them with the characteristics of A1-level students.
During the intervention, qualitative data were collected and analyzed through students'
perceptions and classroom observations. The results showed that students felt more motivated and
less anxious when speaking English through the Snakes and Ladders Game activities. Learners
agreed that the game made speaking practice more enjoyable and interactive. Moreover, a
significant increase in spontaneous participation and peer interaction was observed during the
classes. These qualitative findings provide evidence of the game's effectiveness as a pedagogical
strategy for enhancing oral communication among primary students. Descriptive statistics were
used to analyze the quantitative data gathered from the speaking survey. The findings revealed a
noticeable improvement in learners' speaking proficiency after the Snakes and Ladders game was
applied.
Intervention Procedure
This study was conducted over 4 weeks, comprising 12 classes of 40 minutes each.
During the first six classes, the students engaged in various activities based on the topic “Talk
About Yourself,” asking and answering related questions. Then, a pre-test (Annex 1) was applied
to evaluate the students' initial speaking performance. After this stage, the Snakes and Ladders
Game on the topic "Talk About Yourself" was implemented across four classes. The class
consisted of 20 students, organized into five groups of four. Each group received a die and a
colored counter (red, blue, green, or yellow) to play on a board numbered from 1 to 50 that
contained 32 questions about personal information, such as family, hobbies, sports, and personal
preferences.
During each round, one member of every group rolled the dice and moved forward the
corresponding number of squares. Depending on the square reached, the student had to answer
the question related to that number in English. If the answer was clear, coherent, and complete,
the team remained in that position and waited for the next round; however, if the response was
incorrect or incomplete, the team moved back two squares. When a team landed on the tail of a
snake, they moved down to a lower square, and when they landed on the base of a ladder, they
advanced to a higher square.
Throughout the activity, the other teams listened to the answers and interacted with one
another while waiting for their turns, thereby encouraging collaborative learning and oral practice.
The game continued until one team reached the final square (50), and the teams received academic
2014). A speaking survey was the primary instrument for collecting students' perceptions of the
Snakes and Ladders game's use in developing speaking skills. It includes 10 items grouped into
several aspects of oral performance: confidence, fluency, vocabulary, pronunciation, grammar
use, listening comprehension, interaction, motivation, participation, and general perception. A
four-point Likert scale (Strongly Agree, Agree, Disagree, Strongly Disagree) was used to measure
students' responses. Expert suggestions were incorporated to refine the indicators and better align
them with the characteristics of A1-level students.
During the intervention, qualitative data were collected and analyzed through students'
perceptions and classroom observations. The results showed that students felt more motivated and
less anxious when speaking English through the Snakes and Ladders Game activities. Learners
agreed that the game made speaking practice more enjoyable and interactive. Moreover, a
significant increase in spontaneous participation and peer interaction was observed during the
classes. These qualitative findings provide evidence of the game's effectiveness as a pedagogical
strategy for enhancing oral communication among primary students. Descriptive statistics were
used to analyze the quantitative data gathered from the speaking survey. The findings revealed a
noticeable improvement in learners' speaking proficiency after the Snakes and Ladders game was
applied.
Intervention Procedure
This study was conducted over 4 weeks, comprising 12 classes of 40 minutes each.
During the first six classes, the students engaged in various activities based on the topic “Talk
About Yourself,” asking and answering related questions. Then, a pre-test (Annex 1) was applied
to evaluate the students' initial speaking performance. After this stage, the Snakes and Ladders
Game on the topic "Talk About Yourself" was implemented across four classes. The class
consisted of 20 students, organized into five groups of four. Each group received a die and a
colored counter (red, blue, green, or yellow) to play on a board numbered from 1 to 50 that
contained 32 questions about personal information, such as family, hobbies, sports, and personal
preferences.
During each round, one member of every group rolled the dice and moved forward the
corresponding number of squares. Depending on the square reached, the student had to answer
the question related to that number in English. If the answer was clear, coherent, and complete,
the team remained in that position and waited for the next round; however, if the response was
incorrect or incomplete, the team moved back two squares. When a team landed on the tail of a
snake, they moved down to a lower square, and when they landed on the base of a ladder, they
advanced to a higher square.
Throughout the activity, the other teams listened to the answers and interacted with one
another while waiting for their turns, thereby encouraging collaborative learning and oral practice.
The game continued until one team reached the final square (50), and the teams received academic
Vol. 13/ Núm. 1 2026 pág. 3306
recognition in order of arrival. After the game was implemented, two additional classes were used
to administer the post-test to evaluate progress in students' speaking skills. Finally, during the last
two classes, a speaking survey was administered to gather students' perceptions of the game's use
as a learning strategy.
Ethical Considerations
In this study, which used the game Snakes and Ladders, several ethical considerations were
taken into account. Before conducting the study, authorization was obtained from the educational
institution to conduct the study with the participants. Participants were informed about the
purpose of the research, and their participation was entirely voluntary. As this research involved
children, parental consent was obtained before the photography activity and the use of the
instruments. The privacy and confidentiality of participants were protected by not including their
names in the article and by keeping all data collected anonymous. In addition, the activity was
conducted in a safe and respectful environment to ensure the game remained a positive and
enjoyable experience for all participants throughout. These procedures were guided by
established ethical principles for research involving human subjects (American
Psychological Association, 2017).
RESULTS
This study was guided by the following questions: 1: How effective is the Snakes and
Ladders game in developing speaking skills in EFL students at the A1 level learning English as a
Foreign Language 2: How do A1-level EFL students perceive their learning experience using the
Snakes and Ladders game to improve their speaking skills? To present the empirical results,
evidence from pre- and post-tests was analyzed. As shown in Table 1, students' speaking skills
performance demonstrated a noticeable improvement after the intervention.
Table 1
Descriptive statistics of pre-test and post-test speaking scores
Criteria Mean Sample
Maximum
Sample
Minimum
Range Variance Standard
Deviation
Pre-Test 9.45 16 4 12 18.05 4.25
Post-Test 13.95 16 9 7 7.00 2.65
The mean score increased from 9.45 in the pre-test to 13.95 in the post-test, indicating a
substantial gain in students' outcomes following the implementation of the Snakes and Ladders
game. In addition to the increase in the mean score, there was a clear reduction in the range,
variance, and standard deviation from the pre-test to the post-test. The range decreased from 12
to 7, while variance dropped from 18.05 to 7.00, and the standard deviation was reduced from
4.25 to 2.65. These changes suggest that students' scores became more consistent over time,
reflecting more homogeneous progress among participants.
recognition in order of arrival. After the game was implemented, two additional classes were used
to administer the post-test to evaluate progress in students' speaking skills. Finally, during the last
two classes, a speaking survey was administered to gather students' perceptions of the game's use
as a learning strategy.
Ethical Considerations
In this study, which used the game Snakes and Ladders, several ethical considerations were
taken into account. Before conducting the study, authorization was obtained from the educational
institution to conduct the study with the participants. Participants were informed about the
purpose of the research, and their participation was entirely voluntary. As this research involved
children, parental consent was obtained before the photography activity and the use of the
instruments. The privacy and confidentiality of participants were protected by not including their
names in the article and by keeping all data collected anonymous. In addition, the activity was
conducted in a safe and respectful environment to ensure the game remained a positive and
enjoyable experience for all participants throughout. These procedures were guided by
established ethical principles for research involving human subjects (American
Psychological Association, 2017).
RESULTS
This study was guided by the following questions: 1: How effective is the Snakes and
Ladders game in developing speaking skills in EFL students at the A1 level learning English as a
Foreign Language 2: How do A1-level EFL students perceive their learning experience using the
Snakes and Ladders game to improve their speaking skills? To present the empirical results,
evidence from pre- and post-tests was analyzed. As shown in Table 1, students' speaking skills
performance demonstrated a noticeable improvement after the intervention.
Table 1
Descriptive statistics of pre-test and post-test speaking scores
Criteria Mean Sample
Maximum
Sample
Minimum
Range Variance Standard
Deviation
Pre-Test 9.45 16 4 12 18.05 4.25
Post-Test 13.95 16 9 7 7.00 2.65
The mean score increased from 9.45 in the pre-test to 13.95 in the post-test, indicating a
substantial gain in students' outcomes following the implementation of the Snakes and Ladders
game. In addition to the increase in the mean score, there was a clear reduction in the range,
variance, and standard deviation from the pre-test to the post-test. The range decreased from 12
to 7, while variance dropped from 18.05 to 7.00, and the standard deviation was reduced from
4.25 to 2.65. These changes suggest that students' scores became more consistent over time,
reflecting more homogeneous progress among participants.
Vol. 13/ Núm. 1 2026 pág. 3307
Furthermore, Table 2 showed notable improvements by students across all criteria.
Significant increases were observed in speaking confidence, interaction, and participation,
suggesting that the Snakes and Ladders Game improves students' willingness to speak.
Table 2
Comparison of pre- test and post-test scores
Criteria Pre-Test Post-Test Improvement
Fluency 2.35 3.50 49%
Vocabulary 2.30 3.50 52%
Grammar 2.15 3.40 58%
Pronunciation 2.65 3.55 34%
According to the results, grammar showed the greatest progress, with a 58%
improvement, indicating that learners were able to form short, accurate sentences during oral
activities. The use of specific vocabulary increased by 52% as students became more confident
using words related to personal information. Fluency also improved by 49%, reflecting continuity
and greater ease when speaking English. On the other hand, pronunciation showed a smaller
improvement of 34%, indicating that further practice is needed. Overall, these results demonstrate
that using the Snakes and Ladders Game improves the development of oral skills in primary
students.
In addition, the results in Table 3 of the speaking survey showed a very positive overall
perception of the Snakes and Ladders game. In general, over 90% of students strongly agreed that
the game helped improve their speaking skills. Specifically, 95% of students reported increased
confidence, 90% reported improved fluency, and 95% reported improved vocabulary learning.
These results suggest that the game created a supportive and low-anxiety environment that
encouraged students to speak English more comfortably.
Table 3
Results of the speaking survey
Aspect Statement Strongly
Agree
Agree Disagree Strongly
Disagree
Confidence I feel more confident
speaking English after
playing Snakes and
Ladders.
65% 30% 5% 0%
Fluency When playing Snakes
and Ladders, I can speak
more fluently and
naturally when talking
about myself.
45% 45% 10% 0%
Vocabulary Through the Snakes and
Ladders game, I learned
and practiced useful
words related to
90% 5% 0% 5%
Furthermore, Table 2 showed notable improvements by students across all criteria.
Significant increases were observed in speaking confidence, interaction, and participation,
suggesting that the Snakes and Ladders Game improves students' willingness to speak.
Table 2
Comparison of pre- test and post-test scores
Criteria Pre-Test Post-Test Improvement
Fluency 2.35 3.50 49%
Vocabulary 2.30 3.50 52%
Grammar 2.15 3.40 58%
Pronunciation 2.65 3.55 34%
According to the results, grammar showed the greatest progress, with a 58%
improvement, indicating that learners were able to form short, accurate sentences during oral
activities. The use of specific vocabulary increased by 52% as students became more confident
using words related to personal information. Fluency also improved by 49%, reflecting continuity
and greater ease when speaking English. On the other hand, pronunciation showed a smaller
improvement of 34%, indicating that further practice is needed. Overall, these results demonstrate
that using the Snakes and Ladders Game improves the development of oral skills in primary
students.
In addition, the results in Table 3 of the speaking survey showed a very positive overall
perception of the Snakes and Ladders game. In general, over 90% of students strongly agreed that
the game helped improve their speaking skills. Specifically, 95% of students reported increased
confidence, 90% reported improved fluency, and 95% reported improved vocabulary learning.
These results suggest that the game created a supportive and low-anxiety environment that
encouraged students to speak English more comfortably.
Table 3
Results of the speaking survey
Aspect Statement Strongly
Agree
Agree Disagree Strongly
Disagree
Confidence I feel more confident
speaking English after
playing Snakes and
Ladders.
65% 30% 5% 0%
Fluency When playing Snakes
and Ladders, I can speak
more fluently and
naturally when talking
about myself.
45% 45% 10% 0%
Vocabulary Through the Snakes and
Ladders game, I learned
and practiced useful
words related to
90% 5% 0% 5%
Vol. 13/ Núm. 1 2026 pág. 3308
personal information,
family, food, and
hobbies.
Pronunciation My pronunciation
improved through
repetition and
interaction while
playing Snakes and
Ladders.
70% 25% 5% 0%
Grammar Use I can use short, correct
sentences when talking
about myself while
playing Snakes and
Ladders.
55% 40% 5% 0%
Listening
Comprehension
The Snakes and Ladders
game helped me better
understand my
classmates' questions
and answers when
speaking English.
100% 0% 0% 0%
Interaction The Snakes and Ladders
game helped me interact
and speak more with my
classmates in English.
60% 25% 10% 5%
Motivation I felt more motivated to
speak English because
the Snakes and Ladders
game was fun and
enjoyable.
80% 20% 0% 0%
Participation I participated actively in
the speaking activities
during the Snakes and
Ladders game.
70% 30% 0% 0%
General
Perception
The Snakes and Ladders
game was effective for
improving my English-
speaking skills.
85% 15% 0% 0%
Moreover, the findings reveal significant improvement in other key aspects of speaking.
95% of students agreed that their pronunciation and grammar use improved while playing the
game, and 100% stated that their listening comprehension increased through interaction with
classmates. Additionally, 85% or more of learners reported higher motivation, active
participation, and positive interaction, reinforcing the effectiveness of the Snakes and Ladders
Game as an engaging strategy for developing speaking skills in the EFL classroom.
personal information,
family, food, and
hobbies.
Pronunciation My pronunciation
improved through
repetition and
interaction while
playing Snakes and
Ladders.
70% 25% 5% 0%
Grammar Use I can use short, correct
sentences when talking
about myself while
playing Snakes and
Ladders.
55% 40% 5% 0%
Listening
Comprehension
The Snakes and Ladders
game helped me better
understand my
classmates' questions
and answers when
speaking English.
100% 0% 0% 0%
Interaction The Snakes and Ladders
game helped me interact
and speak more with my
classmates in English.
60% 25% 10% 5%
Motivation I felt more motivated to
speak English because
the Snakes and Ladders
game was fun and
enjoyable.
80% 20% 0% 0%
Participation I participated actively in
the speaking activities
during the Snakes and
Ladders game.
70% 30% 0% 0%
General
Perception
The Snakes and Ladders
game was effective for
improving my English-
speaking skills.
85% 15% 0% 0%
Moreover, the findings reveal significant improvement in other key aspects of speaking.
95% of students agreed that their pronunciation and grammar use improved while playing the
game, and 100% stated that their listening comprehension increased through interaction with
classmates. Additionally, 85% or more of learners reported higher motivation, active
participation, and positive interaction, reinforcing the effectiveness of the Snakes and Ladders
Game as an engaging strategy for developing speaking skills in the EFL classroom.
Vol. 13/ Núm. 1 2026 pág. 3309
DISCUSSION
The purpose of this study was to determine the effectiveness of the Snakes and Ladders
game in developing speaking skills among A1-level EFL students and to analyze their perceptions
of its application. The results of this study showed a significant improvement in students' speaking
skills after the Snakes and Ladders game was applied. According to the pre- and post-test
comparison, the students improved their vocabulary, grammar, and fluency. The increase in the
mean score from 9.45 in the pre-test to 13.95 in the post-test indicates that the strategy positively
influenced learners' oral production. Moreover, the reduction in range, variance, and standard
deviation suggests more consistent and homogeneous progress among participants.
These findings support the theoretical foundations of gamification proposed by
Shoubashy et al. (2020), who describe it as the integration of game elements into non-game
contexts to promote engagement and meaningful learning, and the structured nature of the Snakes
and Ladders game reflects the concept of ludus, as it involves rules, objectives, and clear
outcomes while encouraging active participation. Likewise, Surendeleg et al. (2014) emphasize
that gamified environments facilitate learning through interaction and feedback, which may
explain the improvements observed in students' speaking components.
Regarding specific speaking criteria, grammar showed the greatest improvement (58%),
followed by vocabulary (52%) and fluency (49%), while pronunciation demonstrated a smaller
increase (34%). The improvement in grammar supports Kusumawardani and Mardiyani's (2018)
claim that grammar provides the structure necessary to convey meaningful messages when
speaking. Similarly, the vocabulary gains align with Nation (2005), who highlights the
importance of systematic vocabulary practice to achieve communicative competence. The
repetitive, contextually appropriate use of language during the Snakes and Ladders game likely
strengthened retention and accuracy.
Fluency development may be explained by the activity's interactive and dynamic
characteristics. According to Jong et al. (2012), fluency involves producing speech smoothly and
automatically, even under time pressure. During the Snakes and Ladders game, students were
required to respond spontaneously to questions, which may have reduced hesitation and increased
speech continuity. However, according to Burns and Seidlhofer (2019), the smaller improvement
in pronunciation suggests that this component may require more explicit and focused instruction.
The findings also align with previous research on EFL contexts, particularly regarding
the teaching of English in areas such as vocabulary, grammar, and listening comprehension before
language production. These results are supported by Hutama and Khoiriyah (2024), who found
that implementing the Snakes and Ladders game in the EFL classroom improved vocabulary and
comprehension, and by Naharuddin and Megawati (2018), who reported its effectiveness in
strengthening vocabulary learning among young learners. Furthermore, Azizah et al. (2025)
DISCUSSION
The purpose of this study was to determine the effectiveness of the Snakes and Ladders
game in developing speaking skills among A1-level EFL students and to analyze their perceptions
of its application. The results of this study showed a significant improvement in students' speaking
skills after the Snakes and Ladders game was applied. According to the pre- and post-test
comparison, the students improved their vocabulary, grammar, and fluency. The increase in the
mean score from 9.45 in the pre-test to 13.95 in the post-test indicates that the strategy positively
influenced learners' oral production. Moreover, the reduction in range, variance, and standard
deviation suggests more consistent and homogeneous progress among participants.
These findings support the theoretical foundations of gamification proposed by
Shoubashy et al. (2020), who describe it as the integration of game elements into non-game
contexts to promote engagement and meaningful learning, and the structured nature of the Snakes
and Ladders game reflects the concept of ludus, as it involves rules, objectives, and clear
outcomes while encouraging active participation. Likewise, Surendeleg et al. (2014) emphasize
that gamified environments facilitate learning through interaction and feedback, which may
explain the improvements observed in students' speaking components.
Regarding specific speaking criteria, grammar showed the greatest improvement (58%),
followed by vocabulary (52%) and fluency (49%), while pronunciation demonstrated a smaller
increase (34%). The improvement in grammar supports Kusumawardani and Mardiyani's (2018)
claim that grammar provides the structure necessary to convey meaningful messages when
speaking. Similarly, the vocabulary gains align with Nation (2005), who highlights the
importance of systematic vocabulary practice to achieve communicative competence. The
repetitive, contextually appropriate use of language during the Snakes and Ladders game likely
strengthened retention and accuracy.
Fluency development may be explained by the activity's interactive and dynamic
characteristics. According to Jong et al. (2012), fluency involves producing speech smoothly and
automatically, even under time pressure. During the Snakes and Ladders game, students were
required to respond spontaneously to questions, which may have reduced hesitation and increased
speech continuity. However, according to Burns and Seidlhofer (2019), the smaller improvement
in pronunciation suggests that this component may require more explicit and focused instruction.
The findings also align with previous research on EFL contexts, particularly regarding
the teaching of English in areas such as vocabulary, grammar, and listening comprehension before
language production. These results are supported by Hutama and Khoiriyah (2024), who found
that implementing the Snakes and Ladders game in the EFL classroom improved vocabulary and
comprehension, and by Naharuddin and Megawati (2018), who reported its effectiveness in
strengthening vocabulary learning among young learners. Furthermore, Azizah et al. (2025)
Vol. 13/ Núm. 1 2026 pág. 3310
concluded that the game enhances oral expression and students' confidence. Furthermore, the
present study similarly revealed high levels of confidence, participation, and motivation among
learners.
In addition, students' perceptions reinforce the strategy's effectiveness. Over 90% of
participants agreed that the game improved their speaking skills, confidence, and vocabulary.
Additionally, high percentages for motivation and interaction suggest that the activity fostered a
supportive, low-anxiety learning environment. This supports Waer's (2021) assertion that
gamification increases motivation, participation, and satisfaction in EFL classrooms.
Furthermore, the results indicate that students felt more comfortable and confident during oral
activities when learning was presented through a game-based approach. This positive perception
may also contribute to greater engagement and a willingness to communicate in English during
classroom interactions. Consequently, gamified activities, such as the Snakes and Ladders game,
can help create more dynamic and student-centered learning environments.
In summary, implementing the Snakes and Ladders game proved an effective gamified
strategy for enhancing speaking skills among A1-level EFL students. The intervention in primary
students improved grammar, vocabulary, fluency, and self-confidence while fostering motivation
and active participation. Therefore, incorporating structured, gamified activities as learning
mechanisms can contribute to more engaging and effective oral language instruction in EFL
contexts.
CONCLUSIONS
This study revealed that the Snakes and Ladders game is an effective, structured
pedagogical strategy for improving A1-level EFL primary learners' speaking skills. By
incorporating this game into the classroom and using prompts for speaking exercises as well as
tasks that supported the activity's interactive nature, students showed significant improvement in
fluency, vocabulary development, grammar production, accuracy, and participation in classroom
activities. Meaningful communicative opportunities were created by implementing the game in
an engaging, supportive environment.
Quantitative results show that participants improved in fluency, vocabulary use,
grammatical accuracy, and pronunciation. Specifically, students showed notable progress in
using topic-related vocabulary and in constructing short, accurate sentences more confidently.
Furthermore, the game, in particular the structured and repetitive speaking tasks, gave rise to
dialogic situations that allowed students to practice oral production with their peers and enhance
their communicative skills in a safe classroom context.
Students' perceptions support the effectiveness of using the Snakes and Ladders game in
speaking practice. The game's interactive and amusing characteristics helped reduce learners'
concluded that the game enhances oral expression and students' confidence. Furthermore, the
present study similarly revealed high levels of confidence, participation, and motivation among
learners.
In addition, students' perceptions reinforce the strategy's effectiveness. Over 90% of
participants agreed that the game improved their speaking skills, confidence, and vocabulary.
Additionally, high percentages for motivation and interaction suggest that the activity fostered a
supportive, low-anxiety learning environment. This supports Waer's (2021) assertion that
gamification increases motivation, participation, and satisfaction in EFL classrooms.
Furthermore, the results indicate that students felt more comfortable and confident during oral
activities when learning was presented through a game-based approach. This positive perception
may also contribute to greater engagement and a willingness to communicate in English during
classroom interactions. Consequently, gamified activities, such as the Snakes and Ladders game,
can help create more dynamic and student-centered learning environments.
In summary, implementing the Snakes and Ladders game proved an effective gamified
strategy for enhancing speaking skills among A1-level EFL students. The intervention in primary
students improved grammar, vocabulary, fluency, and self-confidence while fostering motivation
and active participation. Therefore, incorporating structured, gamified activities as learning
mechanisms can contribute to more engaging and effective oral language instruction in EFL
contexts.
CONCLUSIONS
This study revealed that the Snakes and Ladders game is an effective, structured
pedagogical strategy for improving A1-level EFL primary learners' speaking skills. By
incorporating this game into the classroom and using prompts for speaking exercises as well as
tasks that supported the activity's interactive nature, students showed significant improvement in
fluency, vocabulary development, grammar production, accuracy, and participation in classroom
activities. Meaningful communicative opportunities were created by implementing the game in
an engaging, supportive environment.
Quantitative results show that participants improved in fluency, vocabulary use,
grammatical accuracy, and pronunciation. Specifically, students showed notable progress in
using topic-related vocabulary and in constructing short, accurate sentences more confidently.
Furthermore, the game, in particular the structured and repetitive speaking tasks, gave rise to
dialogic situations that allowed students to practice oral production with their peers and enhance
their communicative skills in a safe classroom context.
Students' perceptions support the effectiveness of using the Snakes and Ladders game in
speaking practice. The game's interactive and amusing characteristics helped reduce learners'
Vol. 13/ Núm. 1 2026 pág. 3311
anxiety, promote participation, and create a stress-free environment conducive to language
learning. Learners' confidence, motivation and willingness to use English were higher.
Overall, the results suggest that structured game-based learning can assist young learners
with their language and affective development. The Snakes and Ladders Game was used in this
study to improve the students' speaking abilities, increase their motivation to participate in
speaking activities, and enhance their confidence when speaking.
Consequently, this study recommends to EFL teachers include Snakes and Ladders as a
standard instructional strategy for spoken practice in primary classrooms as there are many
advantages to using an interactive, structured yet playful instructional method for enhancing
language development through interaction, providing a fun way to reinforce a target language,
and developing a supportive and low-anxiety classroom atmosphere where students can reach
their communicative competence and maintain oral participation.
Future studies could expand on this research by including larger samples and longer
implementation periods to obtain more robust and generalizable results. In addition, future
research could employ comparative or experimental designs to examine the effectiveness of the
Snakes and Ladders game relative to other game-based or communicative teaching strategies in
EFL classrooms.
Moreover, it would also be valuable to explore its impact on different language skills,
proficiency levels, and educational contexts. Furthermore, qualitative approaches such as
classroom observations or interviews with teachers and students could provide deeper insights
into learners' attitudes, motivation, and interaction during game-based activities. These future
investigations would contribute to a broader understanding of how structured games can support
language development and communicative competence in primary EFL learners.
Despite the positive results from applying the Snakes and Ladders game, some limitations
should be acknowledged. First, participants in the study were relatively few and thus, the ability
to generalize from those results may be limited. Second, the intervention period was not very long
and thus may not accurately reflect long-term effects on speech development. Additionally,
external variables such as students' prior experience, differences in students' ability to learn, and
students' levels of motivation influenced outcome measures and may have contributed to variance
in the findings. Finally, using self-reported surveys to gather data will ultimately mean that the
researchers may have biased the data collection due to the subjectivity of the surveys, therefore
producing inaccurate findings.
anxiety, promote participation, and create a stress-free environment conducive to language
learning. Learners' confidence, motivation and willingness to use English were higher.
Overall, the results suggest that structured game-based learning can assist young learners
with their language and affective development. The Snakes and Ladders Game was used in this
study to improve the students' speaking abilities, increase their motivation to participate in
speaking activities, and enhance their confidence when speaking.
Consequently, this study recommends to EFL teachers include Snakes and Ladders as a
standard instructional strategy for spoken practice in primary classrooms as there are many
advantages to using an interactive, structured yet playful instructional method for enhancing
language development through interaction, providing a fun way to reinforce a target language,
and developing a supportive and low-anxiety classroom atmosphere where students can reach
their communicative competence and maintain oral participation.
Future studies could expand on this research by including larger samples and longer
implementation periods to obtain more robust and generalizable results. In addition, future
research could employ comparative or experimental designs to examine the effectiveness of the
Snakes and Ladders game relative to other game-based or communicative teaching strategies in
EFL classrooms.
Moreover, it would also be valuable to explore its impact on different language skills,
proficiency levels, and educational contexts. Furthermore, qualitative approaches such as
classroom observations or interviews with teachers and students could provide deeper insights
into learners' attitudes, motivation, and interaction during game-based activities. These future
investigations would contribute to a broader understanding of how structured games can support
language development and communicative competence in primary EFL learners.
Despite the positive results from applying the Snakes and Ladders game, some limitations
should be acknowledged. First, participants in the study were relatively few and thus, the ability
to generalize from those results may be limited. Second, the intervention period was not very long
and thus may not accurately reflect long-term effects on speech development. Additionally,
external variables such as students' prior experience, differences in students' ability to learn, and
students' levels of motivation influenced outcome measures and may have contributed to variance
in the findings. Finally, using self-reported surveys to gather data will ultimately mean that the
researchers may have biased the data collection due to the subjectivity of the surveys, therefore
producing inaccurate findings.
Vol. 13/ Núm. 1 2026 pág. 3312
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in the Saudi school in Kuala Lumpur: Problems and Solutions. International Journal of
Education and Literacy Studies, 6(1), 1-11. https://doi.org/10.7575/aiac.ijels.v.6n.1p.1
American Psychological Association. (2017). Ethical principles of psychologists and code of
conduct. https://www.apa.org/ethics/code/
Álvarez, C. L., Tamayo, M. R., & Coutinho dos Santos, J. (2024). Factors influencing the
development of speaking skills among Ecuadorian EFL learners: Teachers' perspectives.
Indonesian Journal of Applied Linguistics, 14(2), 319-331.
https://doi.org/10.17509/ijal.v14i2.74889
Ambawani, S., Astasari, I., & Rukiati, E. (2025). Overcoming barriers to EFL speaking
proficiency: A multidimensional analysis of language learning challenges. Journal of
English in Academic and Professional Communication, 11(1), 23-36.
https://doi.org/10.25047/jeapco.v11i1.5769
Azizah, N. N., Widiarini, & Mubarok, T. A. (2025). The development of snake and ladder game
to teach speaking skill. Scripta, 12(1), 1-13. https://doi.org/10.37729/scripta.v12i1.6184
Babiker, A. (2018). Improving speaking skills in EFL classes through collaborative learning.
American Scientific Research Journal for Engineering, Technology, and Sciences, 44(1),
137-154.
https://doi.org/https://asrjetsjournal.org/index.php/American_Scientific_Journal/article/v
iew/4175
Benalcázar-Bermeo, J., & Ortega-Auquilla, D. (2019). Effects of the CLIL approach in oral
production of English students in the second year of the united general baccalaureate at a
high school in Cuenca, Ecuador. Revista Boletín Redipe, 8(12), 117-128.
https://doi.org/10.36260/rbr.v8i12.878
Bravo, G. N. B., Fray, J. I. B., Coello, M. B. B., Mendoza, K. L. R., & Celorio, W. M. M. (2022).
Students' Perspectives on Improving their English Speaking Skills through Activities
Based on the Communicative Approach. Latam: revista latinoamericana de Ciencias
Sociales y Humanidades, 3(2), 98. https://doi.org/10.56712/latam.v3i2.196
Brookhart, S. M. (2018, April). Appropriate criteria: Key to effective rubrics. In Frontiers in
education (Vol. 3, p. 22). Frontiers Media SA. https://doi.org/10.3389/feduc.2018.00022
Burns, A. C., & Seidlhofer, B. (2019). Speaking and pronunciation. An Introduction to Applied
Linguistics, 3, 240–258. https://doi.org/10.4324/9780429424465-14
Carlisle, V. R., Jessiman, P. E., Breheny, K., Campbell, R., Jago, R., Leonard, N., ... & Kidger, J.
(2023). A mixed-methods, quasi-experimental evaluation exploring the impact of a
secondary school universal free school meals intervention pilot. International journal of
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Rúbrica para evaluar un diseño curricular bajo el enfoque socioformativo. Estudios
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methods approaches. Sage publications.
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Universidad Técnica de Ambato, Ecuador. Retrieved from
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Hamouda, A. (2020). The effect of virtual classes on Saudi EFL students' speaking skills.
International Journal of Linguistics, Literature and Translation, 3(4), 175-204. https://al-
kindipublishers.org/index.php/ijllt/article/view/1096
Harmer, J. (2015). The practice of English language teaching (5th ed.). Pearson Education.
Hayuningtyas, N. (2022). The implementation of snake and ladder game in teaching speaking:
The advantages and the disadvantages. Critical Review of English-Arabic World Journal,
1(2), 69-80. https://doi.org/10.35719/crewjournal.v1i2.1785
Hikmawan, I., Damayanti, I. L., & Setyarini, S. (2023). Integrating traditional games into EFL
speaking class: A case of English for young learners. Journal of English Language
Studies, 8(2), 249-268. https://doi.org/10.30870/jels.v8i2.19432
environmental research and public health, 20(6), 5216..
https://doi.org/10.3390/ijerph20065216
Chuquitarco Simaluisa, R. M. (2024). Using Board Games to Teach English Vocabulary
(Doctoral dissertation, Ecuador: Pujilí: Universidad Técnica de Cotopaxi (UTC)).
Cohen, J., & Chambaere, K. (2025). Survey research: design, methods of data collection,
questionnaire design, and conduct. In Research Methods in Palliative, Supportive, and
End-of-Life Care (pp. 54-81). Oxford University PressOxford.
https://doi.org/10.1093/9780191924644.003.0008
Crespo Cabuto, A., Mortis Lozoya, S. V., Tobón Tobón, S. D. J., & Herrera Meza, S. R. (2021).
Rúbrica para evaluar un diseño curricular bajo el enfoque socioformativo. Estudios
pedagógicos (Valdivia), 47(1), 339-353.
https://doi.org/10.4067/S0718-07052021000100339
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed
methods approaches. Sage publications.
Cruz Suárez, D. J. (2019). The impact of using games on speaking skills (Master's thesis).
Universidad Técnica de Ambato, Ecuador. Retrieved from
https://repositorio.uta.edu.ec/items/4561f411-cc1f-4ea0-b096-82adcf4b4509
English, N., Robertson, P., Gillis, S., & Graham, L. (2022). Rubrics and formative assessment in
K-12 education: A scoping review of literature. International Journal of Educational
Research, 113, 101964. https://doi.org/10.1016/j.ijer.2022.101964
Fowler Jr, F. J. (2013). Survey research methods. Sage publications.
Golchai, B., Nazari, N., Hassani, F., Nasiri, E., Ghasem nejad, R., & Jafari, Z. (2012). Snakes and
ladders: A new method for increasing of medical. Procedia - Social and Behavioral
Sciences, 47, 2089-2092. https://doi.org/10.1016/j.sbspro.2012.06.954
Gul, Y. E. (2023). A theoretical perspective on survey method from quantitative research
methods. Universum: психология и образование, (4 (106)), 64-68.
https://doi.org/10.32743/UniPsy.2023.106.4.15254
Hamouda, A. (2020). The effect of virtual classes on Saudi EFL students' speaking skills.
International Journal of Linguistics, Literature and Translation, 3(4), 175-204. https://al-
kindipublishers.org/index.php/ijllt/article/view/1096
Harmer, J. (2015). The practice of English language teaching (5th ed.). Pearson Education.
Hayuningtyas, N. (2022). The implementation of snake and ladder game in teaching speaking:
The advantages and the disadvantages. Critical Review of English-Arabic World Journal,
1(2), 69-80. https://doi.org/10.35719/crewjournal.v1i2.1785
Hikmawan, I., Damayanti, I. L., & Setyarini, S. (2023). Integrating traditional games into EFL
speaking class: A case of English for young learners. Journal of English Language
Studies, 8(2), 249-268. https://doi.org/10.30870/jels.v8i2.19432
Vol. 13/ Núm. 1 2026 pág. 3314
Hutama, F. S., & Khoiriyah. (2024). Teaching vocabulary using snake and ladder games to second
grade students at SDN Lirboyo 2. ELTT, 10(1), 176–181.
https://doi.org/https://proceeding.unpkediri.ac.id/index.php/eltt/article/view/6840
Jong, N. H., Steinel, M. P., Florijn, A., Schoonen, R., & & Hulstijn, J. H. (2012). Linguistic skills
and speaking fluency in a second language. Applied Psycholinguistics, 34(5), 893–916.
https://doi.org/10.1017/S0142716412000069
Kehing, K. (2021). A systematic review on language learning strategies for speaking skills in a
new learning environment. European Journal of Educational Research, 10(4), 2055–
2065
Kusumawardani, S. A., & Mardiyani, E. (2018). The correlation between English grammar
competence and speaking fluency. PROJECT (Professional Journal of English
Education), 1(6), 724-733. http://dx.doi.org/10.22460/project.v1i6.p724-733
Mårell-Olsson, E. (2022). Teachers' perception of gamification as a teaching. Interaction Design
and Architecture(s)(53), 70-100. https://doi.org/10.55612/s-5002-053-004
Marjonet, J., Bahurudin Setambah, M. A., Nasrudin, N., Osman, N. A., Isa Azis, M., Asra A, N.,
& Rahim. (2020). Speaking skills a survey on malay language teachers in Malacca.
Advances in Social Science, Education and Humanities Research, 509(1), 367-372.
https://doi.org/10.2991/assehr.k.201215.057
Ministerio de Educación del Ecuador. (2016). Currículo Nacional de Educación Intercultural:
Inglés como Lengua Extranjera.
Naharuddin, A., & Megawati, F. (2018). Snakes and ladders game for enhancing young learners'
vocabulary. International Journal on Integrated Education, 1(1), 30-34.
https://doi.org/10.31149/ijie.v1i1.294
Nation, P. (2005). Teaching and learning vocabulary. In N. Schmitt (Ed.), An introduction to
applied linguistics. Routledge, 1, 10-24. https://doi.org/10.4324/9781410612700-40
Ochoa, C., Cabrera, P., Quiñónez, A., Castillo, L., & González, P. (2016). The effect of
communicative activities on EFL learners' motivation: A case of students in the amazon
region of Ecuador. Colombian Applied Linguistics Journal, 18(2), 39-48.
https://doi.org/10.14483/calj.v18n2.10018
Prabantari, A., Asib, A., & Sarosa, T. (2017). Improving the students' vocabulary mastery using
snakes and ladders game. English Education Journal, 5(3).
https://doi.org/https://doi.org/10.20961/eed.v5i3.35860
Rismasari, & Al Hakim, L. (2025). Using snake and ladder games in teaching speaking skill to
the ninth year students of SMPN 18 Surakarta. Journal of English Language Proficiency,
2(1). https://doi.org/10.36312/jelap.v2i1.4637
Hutama, F. S., & Khoiriyah. (2024). Teaching vocabulary using snake and ladder games to second
grade students at SDN Lirboyo 2. ELTT, 10(1), 176–181.
https://doi.org/https://proceeding.unpkediri.ac.id/index.php/eltt/article/view/6840
Jong, N. H., Steinel, M. P., Florijn, A., Schoonen, R., & & Hulstijn, J. H. (2012). Linguistic skills
and speaking fluency in a second language. Applied Psycholinguistics, 34(5), 893–916.
https://doi.org/10.1017/S0142716412000069
Kehing, K. (2021). A systematic review on language learning strategies for speaking skills in a
new learning environment. European Journal of Educational Research, 10(4), 2055–
2065
Kusumawardani, S. A., & Mardiyani, E. (2018). The correlation between English grammar
competence and speaking fluency. PROJECT (Professional Journal of English
Education), 1(6), 724-733. http://dx.doi.org/10.22460/project.v1i6.p724-733
Mårell-Olsson, E. (2022). Teachers' perception of gamification as a teaching. Interaction Design
and Architecture(s)(53), 70-100. https://doi.org/10.55612/s-5002-053-004
Marjonet, J., Bahurudin Setambah, M. A., Nasrudin, N., Osman, N. A., Isa Azis, M., Asra A, N.,
& Rahim. (2020). Speaking skills a survey on malay language teachers in Malacca.
Advances in Social Science, Education and Humanities Research, 509(1), 367-372.
https://doi.org/10.2991/assehr.k.201215.057
Ministerio de Educación del Ecuador. (2016). Currículo Nacional de Educación Intercultural:
Inglés como Lengua Extranjera.
Naharuddin, A., & Megawati, F. (2018). Snakes and ladders game for enhancing young learners'
vocabulary. International Journal on Integrated Education, 1(1), 30-34.
https://doi.org/10.31149/ijie.v1i1.294
Nation, P. (2005). Teaching and learning vocabulary. In N. Schmitt (Ed.), An introduction to
applied linguistics. Routledge, 1, 10-24. https://doi.org/10.4324/9781410612700-40
Ochoa, C., Cabrera, P., Quiñónez, A., Castillo, L., & González, P. (2016). The effect of
communicative activities on EFL learners' motivation: A case of students in the amazon
region of Ecuador. Colombian Applied Linguistics Journal, 18(2), 39-48.
https://doi.org/10.14483/calj.v18n2.10018
Prabantari, A., Asib, A., & Sarosa, T. (2017). Improving the students' vocabulary mastery using
snakes and ladders game. English Education Journal, 5(3).
https://doi.org/https://doi.org/10.20961/eed.v5i3.35860
Rismasari, & Al Hakim, L. (2025). Using snake and ladder games in teaching speaking skill to
the ninth year students of SMPN 18 Surakarta. Journal of English Language Proficiency,
2(1). https://doi.org/10.36312/jelap.v2i1.4637
Vol. 13/ Núm. 1 2026 pág. 3315
Sevy-Biloon, J., Recino, U., & Muñoz, C. (2020). Factors affecting English language teaching
in public schools in Ecuador. International Journal of Learning, Teaching and
Educational Research, 19(3), 276-294. https://doi.org/10.26803/ijlter.19.3.15
Shoubashy, H., Kader, H. A., & Khalifa, N. (2020). What is gamification? Literature review of
previous studies on gamification. Australian Journal of Basic and Applied Sciences,
14(8), 29-51. https://doi.org/10.22587/ajbas.2020.14.8.4
Surendeleg, G., Murwa, V., Yun, H.-K., & Kim, Y. S. (2014). The role of gamification in
education–a literature review. Contemporary Engineering Sciences, 7(29), 1609-1616.
http://dx.doi.org/10.12988/ces.2014.411217
Taherdoost, H. (2016). Sampling methods in research methodology; How to choose a sampling
technique for research. International Journal of Academic Research in Management
(IJARM), 5(2), 18-27. https://hal.science/hal-02546796v1
Taka, S. D. (2019). Teaching speaking by using snake and ladder board game. IDEAS: Journal
on English Language Teaching and Learning, Linguistics and Literature, 7(2).
https://doi.org/10.24256/ideas.v7i2.1021
Waer, H. (2021). Using gamification in EFL vocabulary learning and learners' attitudes toward
gamification use. 570-547 ),2(22 ,التربية فى العلمى البحث مجلة.
https://dx.doi.org/10.21608/jsre.2021.54341.1236
Wang, W., Rezaei, Y. M., & Izadpanah, S. (2024). Speaking accuracy and fluency among EFL
learners: The role of creative thinking, emotional intelligence, and academic enthusiasm.
Heliyon, 10(1). https://doi.org/10.1016/j.heliyon.2024.e37620
Yan, W., Lowell, V. L., & Yang, L. (2024). Developing English language learners' speaking skills
through applying a situated learning approach in VR-enhanced learning experiences.
Virtual Reality, 28(4), 167. https://doi.org/10.1007/s10055-024-01061-5
Zhang, S., & Hasim, Z. (2023). Gamification in EFL/ESL instruction: A systematic review of
empirical research. Frontiers in psychology, 13.
https://doi.org/https://doi.org/10.3389/fpsyg.2022.1030790
Sevy-Biloon, J., Recino, U., & Muñoz, C. (2020). Factors affecting English language teaching
in public schools in Ecuador. International Journal of Learning, Teaching and
Educational Research, 19(3), 276-294. https://doi.org/10.26803/ijlter.19.3.15
Shoubashy, H., Kader, H. A., & Khalifa, N. (2020). What is gamification? Literature review of
previous studies on gamification. Australian Journal of Basic and Applied Sciences,
14(8), 29-51. https://doi.org/10.22587/ajbas.2020.14.8.4
Surendeleg, G., Murwa, V., Yun, H.-K., & Kim, Y. S. (2014). The role of gamification in
education–a literature review. Contemporary Engineering Sciences, 7(29), 1609-1616.
http://dx.doi.org/10.12988/ces.2014.411217
Taherdoost, H. (2016). Sampling methods in research methodology; How to choose a sampling
technique for research. International Journal of Academic Research in Management
(IJARM), 5(2), 18-27. https://hal.science/hal-02546796v1
Taka, S. D. (2019). Teaching speaking by using snake and ladder board game. IDEAS: Journal
on English Language Teaching and Learning, Linguistics and Literature, 7(2).
https://doi.org/10.24256/ideas.v7i2.1021
Waer, H. (2021). Using gamification in EFL vocabulary learning and learners' attitudes toward
gamification use. 570-547 ),2(22 ,التربية فى العلمى البحث مجلة.
https://dx.doi.org/10.21608/jsre.2021.54341.1236
Wang, W., Rezaei, Y. M., & Izadpanah, S. (2024). Speaking accuracy and fluency among EFL
learners: The role of creative thinking, emotional intelligence, and academic enthusiasm.
Heliyon, 10(1). https://doi.org/10.1016/j.heliyon.2024.e37620
Yan, W., Lowell, V. L., & Yang, L. (2024). Developing English language learners' speaking skills
through applying a situated learning approach in VR-enhanced learning experiences.
Virtual Reality, 28(4), 167. https://doi.org/10.1007/s10055-024-01061-5
Zhang, S., & Hasim, Z. (2023). Gamification in EFL/ESL instruction: A systematic review of
empirical research. Frontiers in psychology, 13.
https://doi.org/https://doi.org/10.3389/fpsyg.2022.1030790
Vol. 13/ Núm. 1 2026 pág. 3316
ANNEX 1
Instrument 1: Pre-test and Post-test
Skill: Speaking
Topic: Personal Information
Purpose: To evaluate the students'A1 level of oral expression before and after the application of
the Snakes and Ladders game.
Questions:
1. What is your full name?
2. How old are you?
3. Where do you live?
4. When is your birthday?
5. Who is your best friend?
6. Who is your mother?
7. What is your favorite color?
8. What is your favorite sport?
9. What is your favorite food?
10. Do you like vegetables?
Speaking Evaluation Rubric for Pre-test and Post-test
Criteria 4- Excellent 3- Good 2- Basic 1- Needs
improvement
Fluency Answers quickly
and confidently
without hesitation.
Answers with
small pauses;
shows some
confidence.
Hesitates
frequently;
needs teacher
support.
Very shy or
silent; does
not answer.
Vocabulary Uses accurate
words for all
answers (e.g.,
colors, foods,
names).
Uses correct
vocabulary for
most answers.
Limited
vocabulary;
repeats or
hesitates.
Very limited
vocabulary;
cannot
answer
without help.
Grammar Uses complete and
correct sentences
(e.g., My name is
Ana. / I am nine.).
Mostly correct
sentences; minor
mistakes.
Uses short or
incomplete
answers (e.g.,
Ana, Nine).
Makes
frequent
mistakes;
answers
ANNEX 1
Instrument 1: Pre-test and Post-test
Skill: Speaking
Topic: Personal Information
Purpose: To evaluate the students'A1 level of oral expression before and after the application of
the Snakes and Ladders game.
Questions:
1. What is your full name?
2. How old are you?
3. Where do you live?
4. When is your birthday?
5. Who is your best friend?
6. Who is your mother?
7. What is your favorite color?
8. What is your favorite sport?
9. What is your favorite food?
10. Do you like vegetables?
Speaking Evaluation Rubric for Pre-test and Post-test
Criteria 4- Excellent 3- Good 2- Basic 1- Needs
improvement
Fluency Answers quickly
and confidently
without hesitation.
Answers with
small pauses;
shows some
confidence.
Hesitates
frequently;
needs teacher
support.
Very shy or
silent; does
not answer.
Vocabulary Uses accurate
words for all
answers (e.g.,
colors, foods,
names).
Uses correct
vocabulary for
most answers.
Limited
vocabulary;
repeats or
hesitates.
Very limited
vocabulary;
cannot
answer
without help.
Grammar Uses complete and
correct sentences
(e.g., My name is
Ana. / I am nine.).
Mostly correct
sentences; minor
mistakes.
Uses short or
incomplete
answers (e.g.,
Ana, Nine).
Makes
frequent
mistakes;
answers
Vol. 13/ Núm. 1 2026 pág. 3317
unclear or
incorrect.
Pronunciation Speaks clearly and
pronounces words
correctly and
naturally.
Pronounces most
words correctly;
small errors don't
affect
understanding.
Some
pronunciation
errors that
affect clarity.
Many
pronunciation
errors;
difficult to
understand.
ANNEX 2
Instrument 2: Students' Speaking Survey
Purpose: To evaluate Self-Perception on the Effectiveness of Snakes and Ladders game.
Aspect Statement Strongly
Agree (4)
Agree (3) Disagree
(2)
Strongly
Disagree
(1)
1. Confidence I feel more confident
speaking English after
playing Snakes and
Ladders.
☐ ☐ ☐ ☐
2. Fluency When playing Snakes
and Ladders I can
speak more fluently
and naturally when
talking about myself.
☐ ☐ ☐ ☐
3. Vocabulary Through the Snakes
and Ladders game I
learned and practiced
useful words related to
personal information,
family, food, and
hobbies.
☐ ☐ ☐ ☐
4.
Pronunciation
My pronunciation
improved through
repetition and
interaction while
☐ ☐ ☐ ☐
unclear or
incorrect.
Pronunciation Speaks clearly and
pronounces words
correctly and
naturally.
Pronounces most
words correctly;
small errors don't
affect
understanding.
Some
pronunciation
errors that
affect clarity.
Many
pronunciation
errors;
difficult to
understand.
ANNEX 2
Instrument 2: Students' Speaking Survey
Purpose: To evaluate Self-Perception on the Effectiveness of Snakes and Ladders game.
Aspect Statement Strongly
Agree (4)
Agree (3) Disagree
(2)
Strongly
Disagree
(1)
1. Confidence I feel more confident
speaking English after
playing Snakes and
Ladders.
☐ ☐ ☐ ☐
2. Fluency When playing Snakes
and Ladders I can
speak more fluently
and naturally when
talking about myself.
☐ ☐ ☐ ☐
3. Vocabulary Through the Snakes
and Ladders game I
learned and practiced
useful words related to
personal information,
family, food, and
hobbies.
☐ ☐ ☐ ☐
4.
Pronunciation
My pronunciation
improved through
repetition and
interaction while
☐ ☐ ☐ ☐
Vol. 13/ Núm. 1 2026 pág. 3318
playing Snakes and
Ladders.
5. Grammar
Use
I can use short and
correct sentences when
talking about myself
while playing Snakes
and Ladders.
☐ ☐ ☐ ☐
6. Listening
Comprehension
The Snakes and
Ladders game helped
me understand my
classmates' questions
and answers better
when speaking in
English.
☐ ☐ ☐ ☐
7. Interaction The Snakes and
Ladder game helped
me interact and speak
more with my
classmates in English.
☐ ☐ ☐ ☐
8. Motivation I felt more motivated
to speak English
because the Snakes
and Ladder game was
fun and enjoyable.
☐ ☐ ☐ ☐
9. Participation I participated actively
in the speaking
activities during the
Snakes and Ladders
game.
☐ ☐ ☐ ☐
10. General
Perception
The Snakes and
Ladders game was
effective for improving
my English-speaking
skills.
☐ ☐ ☐ ☐
playing Snakes and
Ladders.
5. Grammar
Use
I can use short and
correct sentences when
talking about myself
while playing Snakes
and Ladders.
☐ ☐ ☐ ☐
6. Listening
Comprehension
The Snakes and
Ladders game helped
me understand my
classmates' questions
and answers better
when speaking in
English.
☐ ☐ ☐ ☐
7. Interaction The Snakes and
Ladder game helped
me interact and speak
more with my
classmates in English.
☐ ☐ ☐ ☐
8. Motivation I felt more motivated
to speak English
because the Snakes
and Ladder game was
fun and enjoyable.
☐ ☐ ☐ ☐
9. Participation I participated actively
in the speaking
activities during the
Snakes and Ladders
game.
☐ ☐ ☐ ☐
10. General
Perception
The Snakes and
Ladders game was
effective for improving
my English-speaking
skills.
☐ ☐ ☐ ☐
Vol. 13/ Núm. 1 2026 pág. 3319
ANNEX 3
Snakes and Ladders Game Board
Questions About Yourself
ANNEX 3
Snakes and Ladders Game Board
Questions About Yourself