Innovation in Language Learning

This study explores the impact of scaffolding digital game-based learning on learner autonomy in an English as a Foreign Language (EFL) context. Despite the growing interest in student-centered learning, the empirical knowledge regarding autonomy in language education, particularly in Computer-Assisted Language Learning (CALL), remains limited (Sanprasert, 2010; Chik, 2012). This research involved 64 female participants aged 20-24, who volunteered after obtaining ethical clearance. Participants engaged in autonomous out-of-class tasks, supplemented by group and pair work to foster interaction and cooperation. Pre- and post-surveys were administered to assess changes in learner autonomy, utilizing longitudinal data analysis for multiple measurements over time. Additionally, group interviews were conducted to gain further insights into the participants' experiences. Findings indicate the effectiveness of game-based learning in enhancing learner autonomy outside traditional classroom settings.

Keywords: Digital Game-Based Learning; Learner Autonomy; EFL Context; Computer-Assisted Language Learning (CALL)