Gamified Vocabulary Learning for International Students in the University EAP Context

Gamified Vocabulary Learning for International Students in the University EAP Context

Gamified Vocabulary Learning for International Students in the University EAP Context

By Peter Sherman Johnson

Abstract

“This qualitative case study responds to a significant gap in the literature in the area of gamification for vocabulary study among international students in higher education. It aims to respond to a call for a more in-depth qualitative analysis of gamification techniques on student learning experiences in comparison to the more commonplace quantitative studies (Chiang,

2020; Koivisto &Hamari, 2019). Additionally, the study focuses on the computer-supportedlearning context during the COVID-19 pandemic and its potential influences on student engagement with gamified language study. Utilizing the Quizlet (Quizlet, 2022) platform for vocabulary study and Blackboard for collecting digital badges based on vocabulary practice, this study explores the gamification of vocabulary review activities and student experiences and

engagement with the program. As a qualitative case study, student activity data from Quizlet will be collected as well as qualitative data in the form of individual interviews. Findings show that online learning fatigue and a lack of social interaction in the computer-supported collaborative learning environment played a role in hampering engagement with the gamified program. These

findings have implications for how instructors can better support gamification in their language classrooms as well as expanding research into the social and contextual aspects of gamification the language classroom.”

Reference

Johnson, P. S. (2022). Gamified Vocabulary Learning for International Students in the University EAP Context. Retrieved July 19, 2022, from https://www.proquest.com/docview/2681823310?fromopenview=true&pq-origsite=gscholar

Keyword

Gamification, vocabulary, digital badges, English for academic purposes, motivation, engagement, self-determination theory, computer-supported collaborative learning, COVID-19, research