|تعداد مشاهده مقاله||49,946,337|
|تعداد دریافت فایل اصل مقاله||13,154,420|
The Effect of Gamification on Developing EFL Learners' Vocabulary Learning in Flipped Classes
|Journal of English Language Teaching and Learning|
|دوره 15، شماره 31، مهر 2023، صفحه 33-47 اصل مقاله (1.16 M)|
|نوع مقاله: Research Paper|
|شناسه دیجیتال (DOI): 10.22034/elt.2022.53725.2514|
|Zahra Cheraghi* ؛ Hengameh Omranpour|
|Department of English Language, Shahid Rajaee Teacher Training University, Tehran, Iran|
|Giving consideration to the importance and on-going challenge of vocabulary learning, there is an increasing demand for seeking out new approaches that correspond well with the needs of digital natives. With the rapid advance of technology, deploying innovative approaches such as gamified and flipped mobile- assisted language learning is gaining worldwide popularity. The current study was an attempt to scrutinize the effectiveness of integrating gamification with flipped approach on EFL learners' receptive vocabulary learning. With the aim of carrying out this research, 68 EFL high school students were randomly allocated into an experimental and control group. The required data were gathered by means of pre- and post- tests. Moreover, the obtained data were analyzed through descriptive and inferential statistics including two paired, and one independent samples t-tests. Quantitative findings revealed that the experimental group participants outperformed their non-gamified coequals. Additionally, as post-test scores showed tremendous improvement, it was found that both aforesaid approaches were devastatingly effective in enhancing EFL learners' vocabulary development. The results of this study can be useful for EFL instructors and teachers for giving them insights on how to employ flipped approach for teaching receptive vocabulary.|
|EFL learners؛ Flipped learning؛ Gamification؛ MALL؛ Receptive vocabulary|
Amiryousefi, M. (2019). The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement. Innovation in Language Learning and Teaching, 13(2), 147-161.
Boyinbode, O. (2018). Development of a gamification based English vocabulary mobile learning system. International Journal of Computer Science and Mobile Computing, 7(8), 183-191.
De Oliveira Fassbinder, A. G., Moreira, D., Cruz, G., & Barbosa, E. F. (2014, October). Tools for the flipped classroom model: An experiment in teacher education. In 2014 IEEE Frontiers in Education Conference (FIE) Proceedings (pp. 1-8). IEEE.
Emam, M. H., & Roslin, V. P. (2021). Investigating the effect of serious games as an intervention on Iranian EFL learners' vocabulary learning and retention during COVID-19 pandemic. SJIS, 3(2), 1-8.
Giesbers, B., Rienties, B., Tempelaar, D., & Gijselaers, W. (2013). Investigating the relations between motivation, tool use, participation, and performance in an e-learning course using web-videoconferencing. Computers in Human Behavior, 29(1), 285-292.
Golshan, N., & Tafazoli, D. (2014). Technology-enhanced language learning tools in Iranian EFL context: Frequencies, attitudes and challenges. Procedia-Social and Behavioral Sciences, 136, 114-118.
Göksün, D. O., & Gürsoy, G. (2019). Comparing success and engagement in gamified learning experiences via Kahoot and Quizizz. Computers & Education, 135, 15-29.
Gündüz, A. Y., & Akkoyunlu, B. (2020). Effectiveness of gamification in flipped learning. Sage Open, 10(4), 2158244020979837.
Harendita, M. E. (2013). Why resist? A closer look at Indonesian teachers’ resistance to ICT. International Journal of Indonesian Studies, 1(2), 79-109.
Ho, J. (2020). Gamifying the flipped classroom: how to motivate Chinese ESL learners? Innovation in Language Learning and Teaching, 14(5), 421-435.
Huang, B., Hew, K. F., & Lo, C. K. (2019). Investigating the effects of gamification-enhanced flipped learning on undergraduate students’ behavioral and cognitive engagement. Interactive Learning Environments, 27(8), 1106-1126.
Knežević, L., Županec, V., & Radulović, B. (2020). Flipping the classroom to enhance academic vocabulary learning in an English for academic purposes (EAP) course. SAGE Open, 10(3), 2158244020957052.
Lee, J. J., & Hammer, J. (2011). Gamification in education: What, how, why bother? Academic Exchange Quarterly, 15(2), 146.
Li, R. (2021). Does game-based vocabulary learning APP influence Chinese EFL learners’ vocabulary achievement, motivation, and self-confidence? Sage Open, 11(1), 21582440211003092.
Pozo Sánchez, S., López Belmonte, J., Fuentes Cabrera, A., & López Núñez, J. A. (2020). Gamification as a methodological complement to flipped learning—an incident factor in learning improvement. Multimodal Technologies and Interaction, 4(2), 12.
Prensky, M. (2001). Digital natives, digital immigrants’ part 2: Do they really think differently? On the horizon.
Ryan, R. M., & Deci, E. L. (2002). Overview of self-determination theory: An organismic dialectical perspective. Handbook of self-determination research, 2, 3-33.
Sailer, M., Hense, J. U., Mayr, S. K., & Mandl, H. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69, 371-380.
Sailer, M., & Sailer, M. (2021). Gamification of in‐class activities in flipped classroom lectures. British Journal of Educational Technology, 52(1), 75-90.
Schmitt, N. (2008). Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329-363.
Semich, G. W., & Copper, J. (2018). Instructional videos as ICT for teacher professional development: Transitioning from the traditional classroom to YouTube. In Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications (pp. 1051-1065). IGI Global.
Seitan, W. I., Ajlouni, A. O., & Al-Shra'h, N. D. (2020). The impact of integrating flipped learning and information and communication technology on the secondary school students' academic achievement and their attitudes towards it. International Education Studies, 13(2), 1-10.
Soltanabadi, M. I., Izadpanah, S., & Namaziandost, E. (2021). The Effect of Flipped Classroom on Iranian Adolescents: Elementary EFL Learners’ Vocabulary Recall and Retention. Education Research International.
Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171-193.
Waluyo, B., & Bucol, J. L. (2021). The impact of gamified vocabulary learning using Quizlet on low-proficiency students. Computer Assisted Language Learning Electronic Journal, 22(1), 164-185.
Yildirim, I. (2017). The effects of gamification-based teaching practices on student achievement and students' attitudes toward lessons. The Internet and Higher Education, 33, 86-92.
Zainuddin, Z. (2018). Students' learning performance and perceived motivation in gamified flipped-class instruction. Computers & Education, 126, 75-88.
تعداد مشاهده مقاله: 350
تعداد دریافت فایل اصل مقاله: 295