Content area
This study explores the effectiveness of the Gather Town reading course in enhancing English as a Foreign Language (EFL) students' reading proficiency and IELTS performance compared to traditional lecture-based instruction. A randomized controlled trial (RCT) was employed, involving 240 college students randomly assigned to either the experimental group (Gather Town course) or the control group (traditional instruction). Over 10 weeks, the experimental group engaged in interactive and immersive learning activities, while the control group followed a teacher-centered approach. Results demonstrated that the Gather Town course significantly improved reading speed and IELTS scores, highlighting the benefits of immersive platforms in fostering engagement and learning outcomes. Additionally, a decision tree model effectively predicted students' learning levels, showcasing the potential of predictive modeling in educational contexts. These findings emphasize the value of integrating immersive environments and advanced analytics into EFL instruction to optimize learning experiences.
Details
Reading Tests;
Educational Research;
Lecture Method;
Academic Achievement;
Language Acquisition;
Cooperative Learning;
Independent Reading;
Learner Engagement;
Educational Games;
Algorithms;
Reading Skills;
Control Groups;
Influence of Technology;
Experimental Groups;
Conventional Instruction;
Learning Processes;
Municipalities;
Learning Experience;
English (Second Language);
Language Tests;
Correlation;
Blended Learning;
Educational Facilities Improvement;
Classroom Environment
Educational activities;
English as a second language tests;
Foreign languages;
Competence;
Clinical trials;
Teaching methods;
Learning environment;
Decision trees;
Students;
Colleges & universities;
Interactive control;
Prediction models;
Learning;
Learning outcomes;
Second language reading;
English as a second language;
English proficiency;
Effectiveness;
Teachers;
Reading rate;
English as a second language instruction;
Collaboration;
Reading comprehension;
Language acquisition;
Immersive learning;
Towns;
Academic achievement;
Teaching;
English language;
Decision making;
Groups
1 Guangzhou Xinhua University, Dongguan, China
2 Hezhou University, Hezhou, China
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