Margana. Margana, Pipit. Muliyah, Dyah Setyowati. Ciptaningrum, Nety. Nety, Dian Firdha. Utami, Anisah. Setyaningrum, Muhammad Fauzan. Aminudin, Salman. Alade
Second language acquisition in early childhood is frequently impeded by significant affective barriers, including language anxiety and low self-confidence. This study investigates the efficacy of a pedagogical model that synergistically integrates gamification and Howard Gardner’s theory of Multiple Intelligences (MI) to mitigate these barriers and enhance learning outcomes in a kindergarten English as a Foreign Language (EFL) context. Employing a quasi-experimental, pre-test/post-test non-equivalent control group design, 90 kindergarten students were assigned to either an experimental group (N=45) using the integrated model or a control group (N=45) receiving traditional instruction. Quantitative data from language proficiency and confidence observation sheets were analyzed alongside qualitative data from participatory observation, interviews, and artifact analysis. The results indicate a statistically significant advantage for the experimental group, which demonstrated a mean score gain of +11.5 points in language proficiency compared to +5.0 for the control group. More profoundly, the intervention had a transformative impact on learner confidence, with the experimental group showing a mean gain of +5.5 points versus a negligible +1.2 for the control group. Thematic analysis of qualitative data revealed three core mechanisms driving these outcomes: (1) the cultivation of a low-anxiety environment promoting fearless exploration, (2) personalized engagement through multiple intelligences, and (3) a pedagogical shift from passive reception to active learning and student agency. The synthesis of these findings suggests that the integrated model creates a holistic learning ecosystem that simultaneously nurtures the affective and cognitive dimensions of the child, thereby lowering the affective filter and accelerating language acquisition. © 2026 ACADEMY PUBLICATION.
Language Education Science, Universitas Negeri Yogyakarta, Indonesia; Islamic Elementary School Teacher Education Program, Institut Agama Islam K.H Sufyan Tasuri Majenang, Indonesia
