Nur Yasmin Khairani ZakariaMelor Md YunusHarwati HashimNorazah Mohd NordinHelmi NormanNor Hafizah Adnan2024-05-302024-05-302021-06Zakaria, N. Y. K., Md Yunus, M., Hashim, H., Mohd Nordin, N., Norman, H., & Adnan, N. H. (2021). Pre-Service Teachers’ Views on the Implementation of Game-Based Learning for Academic Writing Skills: Pandangan Guru Pra-Perkhidmatan ESL terhadap Pelaksanaan Pembelajaran berasaskan Permainan (Game-Based Learning) untuk Kemahiran Penulisan Akademik. Sains Insani, 6(1), 11-16. https://doi.org/10.33102/sainsinsani.vol6no1.2260127-787110.33102/sainsinsani.vol6no1.226https://sainsinsani.usim.edu.my/index.php/sainsinsani/article/view/226https://oarep.usim.edu.my/handle/123456789/15207Vol. 6 No. 1 (2021): Jurnal Sains InsaniImplementation of game-based learning has been perceived by educators as a means to enhance effective classroom learning. Aspects in games have been identified to motivate learners to actively engage throughout the learning as it provides a fun, engaging, and rewarding experience for the learners. Despite the widespread of games implementation in classroom learning, limited exposure has been noted in the context of language learning particularly in ESL classrooms. In regard to the aforementioned situation, the current study aims to discover the implementation of game-based learning in the context of language learning. Research related to writing skills found to be limited in nature; therefore, the current study has discovered a need to further investigate the implementation of game-based learning in writing classrooms. In this study, a total of 32 pre-service teachers have participated in a survey conducted to discover their views on the implementation of games in a writing classroom. Data were analyzed quantitatively using Statistical Package for Social Sciences (SPSS) by evaluating the mean value of the findings. The analysis from the data obtained showed that these students responded positively to the use of games in the writing classroom. The students also believed that engagement among peers in the classroom appeared to be less threatening; therefore, knowledge transfer became naturally favorable throughout the pedagogical process. These results implied a useful insight for writing instructors to further equip language learners with the use of games in classroom learning.enacademic writing, English as a Second Language (ESL), Game-based learning, research writing, university studentsArticle111661