Student Responses to the Implementation of Song- and Game-Based Language Learning at Eakkapapsasanawich Islamic School, Krabi, Thailand

Abstract

This study aims to describe students’ responsses to the implementation of language learning based on songs and games at Eakkapapsasanawich Islamic School, Krabi, Thailand. The research was conducted at Eakkapapsasanawich Islamic School, Krabi, Thailand, during the International Teaching Assistance Program from November 10, 2025, to January 5, 2026. The population consisted of students participating in the language learning program, while the sample comprised 25 Mattayom 3 students selected through purposive sampling. This study employed a descriptive qualitative approach. The primary research Instrumen was the researcher as the human Instrumen, supported by observation guidelines and field notes for data collection. Data were analyzed using the interactive analysis model of Miles, Huberman, and Saldana, which includes data reduction, data display, and conclusion drawing and verification. The findings indicate that song–and game based language learning generated positive students responsses. These responsses were reflected in increased student engagement during learning activities, active participation in instruction- based games, more communicative interactions between students and teachers as well as among peers, and improved attention to verbal instructions. Therefore, song–and games based language learning can serve as an effective instructional strategy for creating active, enjoyable, and student-centered learning environments in cross-cultural language education.