This research aimed to explore the experiences of pre-service teachers in
implementing Game-Based Learning (GBL) and its benefits for students’ speaking
skills. Using a narrative inquiry design, five pre-service teachers from a university
in Bogor who participated in a community service program in Thailand shared their
personal stories through close-ended questionnaires and semi-structured interviews.
The findings revealed that GBL was generally perceived positively, with pre
service teachers implementing both digital and non-digital games–though non
digital games were preferred due to limited access to technological resources–and
predominantly employing group-based strategies to foster communication and
collaboration. When necessary, individual approaches were also utilized, reflecting
the teachers’ adaptability to specific classroom conditions and learning needs.
However, pre-service teachers also encountered challenges, including anxiety in
designing engaging games and the time-consuming nature of preparation.
Nevertheless, GBL was considered effective in enhancing students’ speaking skills.
It contributed to vocabulary acquisition, increased self-confidence, active
engagement, reduced boredom, and enhanced focus. The study concludes that
Game-Based Learning can be an effective and engaging strategy for developing
students’ speaking skills, particularly when pre-service teachers are able to adapt
activities to classroom conditions, plan thoughtfully, and implement student
centered approaches. The findings highlight the importance of practical training and
institutional support to help pre-service teachers overcome challenges and apply
GBL successfully in diverse educational settings.

Key word: Pre-service teacher, Game-based learning, Speaking Skills