Spelling Learning via Wheel of Fortune among Upper Primary Pupils in ESL Classroom

Status quo of English as international language is undeniable. Yet, poor command English attributes to increasingly high unemployment rate. It is much to do with literacy skill. Spelling acquisition and literacy skill are highly interrelated to. To cope with the challenges faced by Spelling learning, English curriculum has been revamped in the hope that to change rote learning into pupil-centred paradigm. Thus, a strategy is needed for Spelling learning in order to engage pupils. Incorporating Wheel of Fortune into Spelling learning is aimed to pave way for teacher-centred classroom atmosphere. Hence, this paper aims to examine the effectiveness using Wheel of Fortune for Spelling learning in an ESL classroom. A total of 45 upper primary pupils were selected through purposive sampling. Pre- and Post-tests and a questionnaire using 2-points Likert scale were administered. Then, the data were analysed by descriptive statistics. The main finding shows that the intervention, Wheel of Fortune is effective in Spelling learning. The positive response shown in questionnaire has reflected the acceptance of the intervention by the pupils. Therefore, the finding of this study implies that Wheel of Fortune can be one of the strategy that could support pupils to improve Spelling. All in all, the study offers an insight into how gamified learning improve Spelling performance.