ISSN 3028-1261

10.5281/zenodo.11369249/NIJSE.2024

VIDEO GAMING AND STUDENTS’ ENGLISH

PROFICIENCY IN GOVERNOR GENEROSO SOUTH
DISTRICT, DAVAO ORIENTAL
CARIZA P. COMPUESTO

Abstract.The study aimed to investigate the influence of video gaming on students’ English
proficiency. In this study, the researcher selected 155 junior high school students in Governor
Generoso South District in Davao Oriental as the respondents of the study. A stratified random
sampling technique was utilized in the selection of the respondents. A non-experimental
quantitative research design using a descriptive-correlational method was employed. The data
collected were subjected to the following statistical tools: Mean, Pearson Moment Product
Correlation, and linear regression analysis. Findings revealed that video gaming was described
as moderately extensive, while students’ English proficiency in Governor Generoso South
District, Davao Oriental, was rated as extensive. Further, correlation analysis demonstrated a
significant relationship between video gaming and students’ English proficiency in Governor
Generoso South District, Davao Oriental. Regression analysis proved that video gaming, in
terms of engagement and motivation, active learning, and customized learning, significantly
influenced the students’ English proficiency in Governor Generoso South District, Davao
Oriental. Thus, DepEd should also allocate resources to schools to invest in technology and
educational games that promote English proficiency. The study, therefore, was conducted
further to utilize findings through publication in a reputable research journal.

KEY WORDS

1. teaching English. 2. video gaming. 3. students’ English proficiency.

1. Introduction

Conducting a study on the influence of thereby facilitating language acquisition and

video gaming on students’ English proficiency reinforcement. Further research is needed to
presents an opportunity to explore the intersec- fully understand the mechanisms through which
tion of technology, leisure activities, and lan- video gaming impacts language learning out-
guage learning. Video games, particularly those comes and to inform effective pedagogical ap-
with narrative-driven gameplay or online multi- proaches that leverage the potential benefits of
player features, can provide students with lan- gaming while mitigating potential risks. Mean-
guage exposure and practice opportunities. En- while, reports indicated that students in United
gaging with in-game dialogue, instructions, and States with low English proficiency struggle to
communication with other players may involve comprehend lessons delivered in English, lead-
reading, listening, and even speaking in English, ing to difficulties in understanding course mate-
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rials and instructions. Limited vocabulary and sidered essential for interacting with colleagues,
unfamiliarity with English grammar structures clients, and supervisors. Students with low En-
make it difficult for students to grasp the mean- glish proficiency struggle to communicate ef-
ing of spoken or written English. As a result, fectively in English, limiting their ability to per-
they struggle to understand the content of lec- form certain job functions. According to Gomez
tures, readings, and other instructional materials and Gomez (2021) certain industries and sec-
presented in English (Peng Patterson, 2022). In tors, such as hospitality, tourism, international
Asia, it was noted that limited English profi- business, and customer service, prioritize candi-
ciency can hinder students’ ability to express dates with strong English language skills due to
themselves effectively on exams, assignments, the nature of their work. Students with limited
and other assessments, resulting in lower grades English proficiency find themselves excluded
and academic achievement. Those students from job opportunities in these sectors, reducing
struggle to fully comprehend the instructions their employment options. In Davao Oriental, it
provided on exams and assignments, which can was noted that low proficiency in English can
lead to confusion about what is being asked of impede students’ participation in school activ-
them. As a result, they may misinterpret the ities. When students struggle to communicate
requirements or fail to address key aspects of effectively in the language of instruction, they
the task (Low, 2020). According to Higton et may feel hesitant to engage in classroom dis-
al. (2019), the consequences of these challenges cussions, group projects, or extracurricular ac-
are reflected in students’ academic performance, tivities. This reluctance to participate can stem
as they may receive lower grades or achieve less- from a fear of making mistakes, being misun-
than-optimal results on exams and assignments. derstood, or feeling embarrassed about their lan-
In UK, Pearson (2020) reported that students guage skills (Rulona Bacasmot, 2023). While
with low English proficiency faced challenges there has been a significant amount of research
in integrating and being included in the broader exploring the relationship between video gam-
school community. Language barriers prevent ing and various aspects of students’ cognitive
students from fully participating in school ac- development and academic performance, there
tivities, making friends, and feeling a sense of is a notable gap in the literature regarding a
belonging. This lead to feelings of isolation and comprehensive regression analysis on the in-
exclusion, affecting their social and emotional fluence of video gaming on students’ English
well-being. According to Afitska and Heaton proficiency. Specifically, previous studies have
(2019), this sense of exclusion can erode stu- primarily focused on the qualitative and anec-
dents’ self-esteem and confidence, impacting dotal aspects of this relationship, and there is
their overall well-being and academic perfor- a need for rigorous quantitative research that
mance. Schools must foster an inclusive envi- employs regression analysis to investigate the
ronment that supports language learning and multifaceted impact of video gaming on English
cultural diversity to address this issue Taking proficiency. Thus, it is on this context that the
things in Philippine setting, Santos, Fernandez, researcher felt the need to fill in the research gap
and Ilustre (2022) found that students with low of conducting a study in the Philippine context,
English proficiency may face limitations in ac- particularly in the Governor Generoso South
cessing employment opportunities that require District, Davao Oriental using a quantitative re-
English language skills. Effective communica- search design. Specifically, the researcher made
tion is a fundamental requirement in most work- use causal comparative approach to have a better
places, and proficiency in English is often con- understanding of the effectiveness of multime-

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dia instruction on the English proficiency of the be scarce.

junior high school students, which is found to

2. Methodology
This section contains the research design, research respondents, research instrument, ethical
consideration, data gathering procedure, and data analysis.In the preparation of this paper, the
researcher employed artificial intelligence tools for proofreading. Specifically, AI was utilized to
enhance the accuracy, coherence, and overall quality of the manuscript. This practice is being
explicitly stated to maintain transparency and adhere to ethical standards in research. The usage
of AI for proofreading reflects a commitment to leveraging advanced technologies responsibly
and acknowledges the increasing prevalence and capability of AI in academic and professional
writing.

2.1. Research Design—In this study, the ulation. On one hand, Doyle et al. (2020) de-
researcher utilized quantitative research, specif- fined descriptive research techniques as strate-
ically the descriptive-correlational technique, to gies that involved methods utilized to depict,
gather data, ideas, facts, and information related observe, and analyze the characteristics, behav-
to the study. As characterized by Ahmad et iors, or phenomena of interest without exerting
al. (2019), methodologies and strategies were influence or manipulation. The primary objec-
employed to gather and scrutinize numerical tive was to offer a comprehensive portrayal of
data systematically and impartially, aiming to the subject being studied, prioritizing the depic-
comprehend phenomena, correlations, or trends. tion of existing conditions rather than delving
These methods entailed employing statistical into causality. Descriptive research typically
analysis to extract insights and make deductions employed a range of observational approaches,
from the data. Quantitative research involved surveys, case studies, and archival investiga-
the collection and analysis of numerical data tions. Cooksey and Cooksey (2020) empha-
to examine various aspects of phenomena, rela- sized that descriptive research was instrumental
tionships, or patterns within a structured frame- in establishing foundational information con-
work. This type of research relied heavily on cerning a specific phenomenon or population.
quantifiable measures and statistical techniques By delineating the current state of affairs, re-
to draw objective conclusions based on empiri- searchers could pinpoint trends, patterns, and
cal evidence. Researchers often employed sur- norms, serving as benchmarks for future com-
veys, experiments, or observational studies to parisons. Additionally, descriptive research en-
gather data, which was then subjected to sta- abled researchers to delineate and characterize
tistical analysis to identify trends, correlations, various attributes, traits, or features of a pop-
or significant differences. According to Bloom- ulation, group, or phenomenon, including de-
field and Fisher (2019), quantitative research mographic particulars, behaviors, attitudes, and
methods emphasized objectivity and standard- other pertinent factors. On the other hand, Vaux
ization, aiming to reduce bias and subjectivity and Wang (2020) characterized correlational re-
during data collection and analysis. This ap- search design as a form of non-experimental
proach enhanced the credibility and accuracy research employed to investigate the connection
of research findings, enabling researchers to ex- between two or more variables. This method
trapolate results from a sample to a broader pop- entailed gauging the degree to which alterations

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in one variable corresponded with alterations in there is heterogeneity in a population that can
another, without manipulating either variable. be classified with ancillary information. In
The aim was to ascertain whether there existed this study, certain inclusion criteria were im-
a statistical correlation between the variables plemented in determining the respondents of
and to discern the direction and magnitude of the study. The primary consideration of this
this association. According to Hayes (2020), study is to select respondents who can provide
correlational research served as a vital tool in information to achieve the purpose of this study.
advancing knowledge across diverse domains The inclusion criteria are as follows: those en-
by unveiling relationships between variables, rolled junior high school students in Gover-
generating hypotheses, and informing practical nor Generoso South District in Davao Orien-
applications and interventions. In this study, tal; students should exhibit a minimum level
the researcher intended to examine the relation- of English language proficiency, as determined
ship between video gaming and students’ En- by a standardized English proficiency test or
glish proficiency. A descriptive-correlational by school records indicating English language
research approach was deemed appropriate for coursework; students without back subjects and
investigating the relationships among these vari- failed grades in the previous quarter, and who
ables without manipulating them. In this con- voluntarily signed the ICF were given the survey
text, video gaming and students’ English profi- questionnaires. In contrary, students whose first
ciency were naturally occurring variables that language is English, as the focus of the study
could be assessed and analyzed to determine is on students learning English as a second lan-
their correlations. Moreover, when employed guage (ESL) or foreign language (EFL).
thoughtfully and mindful of its constraints, a 2.3. Research Instrument—The study em-
descriptive-correlational research design had ployed a questionnaire that was adapted and fit-
the potential to yield valuable insights into the ted the context of the respondents of this study.
intricate dynamics between video gaming and The first part of the questionnaire was about
students’ English proficiency within educational video gaming. This questionnaire comprised
contexts. statements measured in terms of engagement
2.2. Research Respondents—The respon- and motivation, active learning, customized
dents of the study were junior high school learning, and memory activity. The question-
students in Governor Generoso South District, naire underwent pilot testing and obtained an
Davao Oriental. In this study, the 155 respon- alpha coefficient value of 0.925, suggesting that
dents were selected through a stratified random the items had high internal consistency. A coef-
sampling technique. Stratified random sampling ficient value of 0.925 suggests that the question-
is a method of sampling that involves the divi- naire’s items are highly correlated, indicating
sion of a population into smaller sub-groups that they are measuring the same underlying
known as strata. According to Shi (2015), in construct or dimension. This suggests that the
stratified random sampling, or stratification, the questionnaire was reliable and that the items
strata are formed based on members’ shared consistently measured the intended variables or
attributes or characteristics, such as income concepts. The instrument made use of a 5-point
or educational attainment. Stratified random Likert scale that was determined based on the
sampling is appropriate in this study because following range of mean:

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Range of Mean Descriptive Level Interpretation

4.20 - 5.00 Very Extensive Video gaming is always observed.
3.40 – 4.19 Extensive Video gaming is oftentimes observed.
2.60 – 3.39 Moderately Extensive Video gaming is sometimes observed.
1.80 – 2.59 Less Extensive Video gaming is seldom observed.
1.00 – 1.79 Not Extensive Video gaming is never observed.
The second part was concerned with the En- as evidenced by the alpha coefficient value of
glish proficiency of students. This question- 0.936. The alpha coefficient, also known as
naire was composed of statements measured in Cronbach’s alpha, is a measure of the reliability
terms of spoken tasks, comprehension, interac- of a scale or questionnaire, with values closer to
tion strategies, qualities of spoken performance, 1 indicating higher internal consistency among
and writing tasks. In this case, the question- the items. The instrument made use of a 5-point
naire underwent pilot testing, and the results Likert scale that was determined based on the
indicated a high level of internal consistency, following range of mean:

Range of Mean Descriptive Level Interpretation

4.20 - 5.00 Very Extensive The English proficiency of junior high
school students is always manifested.
3.40 – 4.19 Extensive The English proficiency of junior high
school students is oftentimes mani-
fested.
2.60 – 3.39 Moderately Extensive The English proficiency of junior high
school students is sometimes mani-
fested.
1.80 – 2.59 Less Extensive The English proficiency of junior high
school students is seldom manifested.
1.00 – 1.79 Not Extensive The English proficiency of junior high
school students is never manifested.

2.4. Data Gathering Procedure—Steps the Graduate School in College where the re-
were undergone by the researcher in conduct- searcher is studying was attached to the permis-
ing the study after the validation of the research sion letters to be endorsed to the schools divi-
questionnaire. Permission to Conduct the Study. sion superintendent, and then to the chool prin-
The researcher secured the permission to con- cipals of the selected public secondary schools
duct the study. The researcher secured the in Governor Generoso South District in Davao
endorsement from the Dean of the Graduate Oriental. Distribution and Retrieval of the Ques-
School in College where the researcher is study- tionnaire. Respondents were provided with in-
ing. The endorsement letter from the Dean of formation about the study, including its purpose,

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procedures, and potential risks and benefits. gaming sessions, types of games played, and
They were given the opportunity to voluntarily preferred gaming platforms. For English profi-
consent to participate in the research. The re- ciency levels, this included scores on standard-
searcher selected appropriate data collection in- ized English language tests, self-assessment of
struments to gather information on respondents’ language skills, or performance on language
video gaming habits and English proficiency tasks. By following rigorous data gathering pro-
levels. This included surveys, questionnaires, cedures, researchers could ensure the validity
standardized tests, or observational measures. and reliability of their findings and contribute
Moreover, the selected data collection instru- to our understanding of the impact of video
ments were administered to the participants in gaming on language learning outcomes. Col-
a controlled setting. This involved distributing lation and Statistical Treatment of Data. After
paper-based or online surveys. Respondents’ the questionnaire was retrieved, the scores of
responses and performance on the data collec- each respondent were tallied to organize the
tion instruments were recorded to measure the data per indicator. After that, each score was
relevant variables of interest. For video gaming subjected to descriptive and inferential analysis
habits, this included frequency and duration of using SPSS.

2.5. Data Analysis—The following were to asses the significant relationship between in-
the statistical tools utilized by the researcher in dependent (video gaming), and dependent (stu-
processing the gathered data: Mean. This was dents’ English proficiency) variables. Linear
useful in characterizing the video gaming and Regression. It was applied to evaluate the sig-
students’ English proficiency. Pearson Product nificance of the influence of the independent
Moment Correlation. It was used in this study (video gaming) variable on the dependent (stu-
dents’ English proficiency) variable.

3. Results and Discussion

This chapter presents the results generated from the data gathered. It is sequenced based on the
study’s objectives, as presented in the first chapter. Thus, it presents the extent of video gaming
and students’ English proficiency in Governor Generoso South District, Davao Oriental; the
significant relationship between video gaming and students’ English proficiency in Governor
Generoso South District, Davao Oriental; and the influence of video gaming on the students’
English proficiency in Governor Generoso South District, Davao Oriental.

Table 1 shows the summary on video gam- educational achievements is occasionally noted.
ing in Governor Generoso South District in This is consistent with the perspective presented
Davao Oriental. It shows that the overall mean by Karpova et al. (2021), suggesting that video
of video gaming is 3.36 described as moder- games possess intrinsic appeal and can hold
ately extensive and sometimes observed by the students’ interest for prolonged durations. Ed-
students. This indicates that the deliberate in- ucators can boost student motivation and en-
corporation of digital games and game-based gagement by integrating gaming elements into
approaches to enhance teaching, learning, and educational practices.

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Table 1. Summary of Video Gaming in Governor Generoso South District in Davao

Oriental

Indicators Mean Descriptive Equivalent

Engagement and Motiva- 3.62 Extensive
tion
Active Learning 3.34 Moderately Extensive
Customized Learning 3.12 Moderately Extensive
Memory Activity 3.36 Moderately Extensive
Overall 3.36 Moderately Extensive

More so, video gaming of students in terms control and accomplishment serves as a power-
of engagement and motivation acquired the ful motivator, encouraging players to persist in
highest mean score of 3.62 described as ex- their learning efforts and invest more time and
tensive and interpreted as oftentimes observed, effort into the gaming experience. This aligns
while, video gaming of students in terms of cus- with Waris et al.’s (2019) contention that the
tomized learning got the lowest mean score of active learning opportunities provided by video
3.12 described as moderately extensive and in- games are inherently captivating and inspiring
terpreted as oftentimes observed. This shows for players. The feeling of control, the thrill
that the interactive and immersive nature of gam- of overcoming challenges, and the satisfaction
ing environments fosters a sense of agency and of achieving goals through decision-making,
empowerment among players. Players are ac- problem-solving, and practical application of
tively involved in making decisions, solving knowledge, all contribute to sustaining players’
problems, and applying their knowledge in con- interest in the gaming experience and motivate
text to progress through the game. This sense of them to persevere in their learning endeavors.

The Summary of Students’ English Profi- empowers individuals to establish connections

ciency in Governor Generoso North District, and form relationships with individuals world-
Davao Oriental wide. By being able to communicate effectively
Lastly, as shown in Table 2 is the summary in English, individuals can bridge cultural di-
of students’ English proficiency in Governor vides, engage in cross-cultural interactions, and
Generoso North District, Davao Oriental. As build relationships with people from around the
shown in the table, students’ English proficiency world. Adding more, results on the table show
obtained an overall mean score of 3.41 with a that students’ English proficiency in terms of
descriptive rating of extensive and interpreted as writing tasks acquired the highest mean score of
oftentimes manifested by the respondents. This 3.56 described as extensive and interpreted as
indicates that students frequently demonstrate oftentimes manifested, while, students’ English
their proficiency in comprehending, communi- proficiency in terms of interaction strategy ac-
cating, and interacting proficiently in English. quired the lowest mean score of 3.30 described
This aligns with Neumann et al.’s (2019) as- as moderately extensive and interpreted as some-
sertion that possessing advanced English skills times manifested.

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Table 2. Summary on Students’ English Proficiency in Governor Generoso South

District, Davao Oriental

Indicators Mean Descriptive Equivalent

Spoken Tasks 3.36 Moderately Extensive
Comprehension 3.45 Extensive
Interaction Strategy 3.30 Moderately Extensive
Quality of Spoken Perfor- 3.38 Moderately Extensive
mance
Writing Tasks 3.56 Extensive
Overall Mean 3.41 Extensive

This shows that proficient English skills en- Table 3 shows that video gaming has a signifi-
able students to navigate through complex aca- cant positive relationship with students’ English
demic texts, which are often dense with special- proficiency with a p-value of .000 that is less
ized vocabulary and concepts. This reinforces than .05 level of significance (two-tailed) (r =
the notion put forward by Gultom and Okta- 0.525, p ¡ 0.05). It means that as the extent of
viani (2022) that possessing advanced English video gaming changes, students’ English pro-
language skills allows students to understand ficiency also significantly changes. It suggests
intricate academic texts, typically laden with that video games provide a dynamic and engag-
specialized terminology. Through proficient En- ing platform for students to interact with En-
glish abilities, students can adeptly decipher glish language content, fostering active partici-
the content of scholarly articles, textbooks, and pation and reinforcing language skills. Through
other academic materials, thereby comprehend- various gaming activities, students have the op-
ing essential concepts, theories, and information portunity to practice and enhance their English
crucial for their academic pursuits. language abilities in a supportive and interactive
Relationship Between Video Gaming and environment. This aligns with the research con-
Students’ English Proficiency in Governor Gen- ducted by Soyoof and McLay (2019), indicating
eroso South District, Davao Oriental that video games offer an interactive educational
The results of the analysis of the relationship setting in which students actively participate
between video gaming and students’ English with English language material. Whether they
proficiency in Governor Generoso South Dis- are adhering to directions, solving puzzles, or
trict, Davao Oriental, are presented. Bivariate engaging with fellow players online, students
correlation analysis using Pearson Product Mo- consistently utilize English in an immersive and
ment Correlation was utilized to determine the dynamic environment, thereby strengthening
relationship between the variables mentioned. their language abilities.

Moreover, result on the table shows that relationship with students’ English proficiency
video gaming in terms of engagement and mo- in Governor Generoso South District, Davao
tivation; active learning; customized learning; Oriental with a p-value of .000 that is less than
and memory activity have significant positive .05 level of significance (two-tailed) (r = 0.484,
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Relationship Between Video Gaming and Students’ English Proficiency in

Table 1.
Governor Generoso South District, Davao Oriental

Variables Students’ English Proficiency r-value p-value

Engagement and Motivation 0.484** 0.000 Reject H0
Active Learning 0.612** 0.000 Reject H0
Customized Learning 0.521** 0.000 Reject H0
Memory Activity 0.587** 0.000 Reject H0
Overall Students’ English Proficiency 0.525** 0.000 Reject H0
Note. *Significant @ p < 0.05. Legend: Perfect Correlation for r = 1.00; Strong Correlation for
0.7 ≤ r < 1.00; Moderate Correlation for 0.3 ≤ r < 0.7; Weak Correlation for 0.3 < r < 0.00;
No Correlation for r = 0.00.
p ¡ 0.05), (r = 0.612, p ¡ 0.05), (r = 0.521, p ¡ learning, customized learning, and memory ac-
0.05), and (r = 0.587, p ¡ 0.05), respectively. The tivity are considered predictors of students’ En-
statements capture the essence, emphasizing the glish proficiency in Governor Generoso South
cognitive benefits of engaging with certain types District in Davao Oriental, the model is signif-
of video games. It suggests that video games icant, as evident in the F-value of 79.322 with
that incorporate reading-based tasks provide p¡0.05. It is therefore stated that the organiza-
opportunities for students to practice and en- tional management of school principals predicts
hance their reading comprehension skills in En- the students’ English proficiency. Meanwhile,
glish. This aligns with the research conducted the computed adjusted R2 value of 0.523 indi-
by Winaldo and Oktaviani (2022), which indi- cates that video gaming has contributed signif-
cates that certain video games require players to icantly in the variability of students’ English
solve puzzles, interpret clues, or read in-game proficiency in Governor Generoso South Dis-
texts to advance in the game. These tasks neces- trict in Davao Oriental by 52.30In addition, ta-
sitate students to utilize their reading compre- ble shows that video gaming in terms of en-
hension abilities, infer meaning from context, gagement and motivation; active learning; and
and extract pertinent information from written customized learning are significant when con-
texts, thereby augmenting their capacity to un- sidered as predictors of students’ English pro-
derstand and analyze English-language content. ficiency in Governor Generoso South District
Influence of Video Gaming on the Stu- in Davao Oriental. This means that the extent
dents’ English Proficiency in Governor Gen- of students’ English proficiency increases by
eroso South District, Davao Oriental 0.146, 0.355, and 0.443 for each unit increase
The significance of the influence of video in video gaming, respectively. Thus, this leads
gaming on the students’ English proficiency in to the rejection of null hypothesis that none of
Governor Generoso South District in Davao Ori- the domains of video gaming that significantly
ental was analyzed using linear regression anal- influence the students’ English proficiency in
ysis. Table 4 shows that when video gaming Governor Generoso South District in Davao Ori-
in terms of engagement and motivation, active ental.

One imperative concern of this undertaking as the framework of this study have been sup-
is to find out whether the theories that serve ported by the findings. As regards Bandura’s

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Table 2. Influence of Video Gaming on the Students’ English Proficiency in Governor

Generoso South District, Davao Oriental

Domains Students’ English Proficiency B Beta S.E p-value

Engagement and Motivation .146** .162 .056 .000 Reject H0
Active Learning .355** .534 .047 .000 Reject H0
Customized Learning .443** .171 .033 .000 Reject H0
Memory Activity .045 .041 .002 .131 Accept H0
Note. R2 = 0.523; F-value = 79.322*; p-value = 0.000. **Significant @ p¡0.05.
(1978) Social-Cognitive Theory, the research of proficient language usage, ranging from co-
corroborates the notion that students could po- hesive storylines to precise instructions and ar-
tentially emulate language usage, vocabulary, ticulate character dialogue. By observing and
and communication strategies demonstrated by imitating these linguistic models, students may
characters or fellow players, consequently shap- adopt similar language patterns and structures
ing their own language-learning journey. Within in their own speech and writing.
video games, players are exposed to examples

4. Conclusions and Recommendations

This part of the paper presents the researcher’s conclusion and recommendation. The discussion
is supported by the literature presented in the first chapters, and the conclusion is in accordance
with statements of the problem presented in this study.

4.1. Findings—The primary objective and 3.36, respectively. Students’ English profi-
of this study was to evaluate which do- ciency in Governor Generoso South District in
mains of video gaming significantly influ- Davao Oriental has an overall mean of 3.41 with
ence the students’ English proficiency utiliz- an extensive descriptive rating. Also, students’
ing non-experimental quantitative design us- English proficiency in terms of spoken tasks;
ing descriptive-correlation technique. The re- comprehension; interaction strategy; quality of
searcher selected the 155 junior high school spoken performance; and writing tasks obtained
students in Governor Generoso South District the mean scores 3.36, 3.45, 3.30, 3.38, and 3.56,
in Davao Oriental as the respondents through respectively. Video gaming has a significant
stratified random sampling method. The re- positive relationship with the students’ English
searcher made use of modified and enhanced proficiency in Governor Generoso South Dis-
adapted survey questionnaires which was pilot trict in Davao Oriental with a p-value of .000
tested in a nearby school to ensure high relia- that is less than .05 level of significance (two-
bility and internal consistency of the items in tailed) (r = .525, p¡0.05). More so, video gam-
the instrument. Video gaming in Governor Gen- ing in terms of engagement and motivation; ac-
eroso South District in Davao Oriental got an tive learning; customized learning; and memory
overall mean of 3.36 with moderately extensive activity have significant positive relationship
descriptive rating. Also, video gaming in terms with students’ English proficiency in Governor
of engagement and motivation; active learn- Generoso South District in Davao Oriental with
ing; customized learning; and memory activity a p-value of .000 that is less than .05 level of
obtained the mean scores of 3.62, 3.34, 3.12, significance (two-tailed) (r = 0.484, p ¡ 0.05),

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(r = 0.612, p ¡ 0.05), (r = 0.521, p ¡ 0.05), and games offer an interactive educational setting
(r = 0.587, p ¡ 0.05) respectively. Video gam- in which students actively participate with En-
ing significantly influence the students’ English glish language material. Overall, video gaming
proficiency in Governor Generoso South Dis- significantly influences the students’ English
trict in Davao Oriental as evident on the F-value proficiency in Governor Generoso South Dis-
of 79.322 and p¡0.05. The r2 value of 0.523 trict in Davao Oriental. Video gaming in terms
indicated that video gaming have contributed of engagement and motivation; active learning;
significantly to the variability of students’ En- and customized learning were found to be a
glish proficiency by 52.30 significant predictors of students’ English pro-
4.2. Conclusions—Based on the findings ficiency. This affirmed that students’ English
of this study several conclusions were gener- proficiency is a function of video gaming in
ated: Video gaming in Governor Generoso Governor Generoso South District in Davao Ori-
South District in Davao Oriental was moder- ental. This corroborates with Bandura’s (1978)
ately extensive indicating that that the deliber- Social-Cognitive Theory that students could po-
ate incorporation of digital games and game- tentially emulate language usage, vocabulary,
based approaches to enhance teaching, learning, and communication strategies demonstrated by
and educational achievements is occasionally characters or fellow players, consequently shap-
noted. This is consistent with the perspective ing their own language learning journey.
presented by Karpova et al. (2021), suggest- 4.3. Recommendations—The Department
ing that video games possess intrinsic appeal of Education (DepEd) should encourage the in-
and have the capacity to hold students’ inter- tegration of well-designed educational video
est for prolonged durations. Students’ English games into the curriculum to make language
proficiency in Governor Generoso South Dis- learning more engaging and effective. Educa-
trict in Davao Oriental was rated as extensive tional video games have the inherent ability to
indicating that students frequently demonstrate captivate students’ attention and foster active
their proficiency in comprehending, communi- participation in learning activities. By lever-
cating, and interacting proficiently in English. aging the interactive and immersive nature of
This aligns with Neumann et al.’s (2019) as- gaming, DepEd can create learning experiences
sertion that possessing advanced English skills that are inherently engaging and motivating for
empowers individuals to establish connections students. This increased engagement can lead to
and form relationships with individuals world- higher levels of participation, enthusiasm, and
wide. Video gaming has a significant positive investment in language learning tasks. School
relationship with the students’ English profi- administrators should ensure schools have the
ciency in Governor Generoso South District in necessary technological infrastructure to sup-
Davao Oriental suggesting that video games pro- port the use of educational games in language
vide a dynamic and engaging platform for stu- learning. School administrators are responsible
dents to interact with English language content, for ensuring that schools have access to the ap-
fostering active participation and reinforcing propriate technology needed to facilitate the use
language skills. Through various gaming ac- of educational games in language learning. This
tivities, students have the opportunity to prac- includes providing access to computers, tablets,
tice and enhance their English language abili- interactive whiteboards, and other devices that
ties in a supportive and interactive environment. can support gaming activities. Teachers should
This aligns with the research conducted by Soy- select educational games that align with lan-
oof and McLay (2019), indicating that video guage learning objectives and provide mean-

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 NIJSE (2024) X-X

ingful language practice. Educational games inherent ability to captivate students’ attention,
should be selected based on their alignment with spark curiosity, and foster intrinsic motivation
the curriculum and language learning objectives to learn. When students are actively involved in
outlined by educational standards or learning gaming activities, they are more likely to invest
frameworks. Teachers need to carefully review time and effort in language practice and seek
the content, features, and learning outcomes out games that align with their language learn-
of games to ensure that they address specific ing goals. Future researchers should compare
language skills, vocabulary, grammar concepts, the effectiveness of different types of educa-
or communicative functions targeted in the cur- tional games and gaming strategies on language
riculum. Students should actively engage in proficiency. By comparing the effectiveness of
educational gaming experiences and seek out various types of educational games and gaming
games that align with language learning goals. strategies, researchers can identify best prac-
Actively engaging in educational gaming expe- tices and evidence-based approaches for inte-
riences can enhance students’ motivation and grating gaming into language learning environ-
interest in language learning. Games have the ments.

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12 10.5281/zenodo.11369249/NIJSE.2024
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ISSN 3028-1261
23 10.5281/zenodo.11369249/NIJSE.2024