The impact of a gamified approach on vocabulary learning and vocabulary self-efficacy: evidence from a chilean primary EFL school
Although many studies addressing gamified approaches have documented the performance and perceptions of adult EFL learners, little research has been conducted with younger students and with a focus on specific linguistic components. Therefore, the present study assessed the impact of a gamified appr...
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| Format: | Article |
| Language: | English |
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Universitat Politècnica de València
2024-07-01
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| Series: | Revista de Lingüística y Lenguas Aplicadas |
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| Online Access: | https://polipapers.upv.es/index.php/rdlyla/article/view/19932 |
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| author | Marco Cancino Camila Viguera |
| author_facet | Marco Cancino Camila Viguera |
| author_sort | Marco Cancino |
| collection | DOAJ |
| description | Although many studies addressing gamified approaches have documented the performance and perceptions of adult EFL learners, little research has been conducted with younger students and with a focus on specific linguistic components. Therefore, the present study assessed the impact of a gamified approach involving the use of Kahoot! on the vocabulary learning and vocabulary self-efficacy of 122 primary EFL school learners. A quasi-experimental design was applied where participants were divided into an experimental group (n = 57) that was exposed to vocabulary learning through Kahoot! and a control group (n = 65) that received traditional coursebook instruction. Ten target words were assessed through a vocabulary learning post-test, while vocabulary self-efficacy was evaluated through a questionnaire. Results revealed that both groups performed equally well regarding lexical gains, and that students in the experimental group significantly increased their vocabulary self-efficacy when compared to the control group. Pedagogical implications are discussed. |
| format | Article |
| id | doaj-art-add429a5685947fc9391c40197f936a6 |
| institution | Kabale University |
| issn | 1886-2438 1886-6298 |
| language | English |
| publishDate | 2024-07-01 |
| publisher | Universitat Politècnica de València |
| record_format | Article |
| series | Revista de Lingüística y Lenguas Aplicadas |
| spelling | doaj-art-add429a5685947fc9391c40197f936a62025-01-02T23:29:03ZengUniversitat Politècnica de ValènciaRevista de Lingüística y Lenguas Aplicadas1886-24381886-62982024-07-0119334310.4995/rlyla.2024.1993219125The impact of a gamified approach on vocabulary learning and vocabulary self-efficacy: evidence from a chilean primary EFL schoolMarco Cancino0https://orcid.org/0000-0002-2450-8197Camila Viguera1Universidad Andrés BelloUniversidad Andrés Bello Although many studies addressing gamified approaches have documented the performance and perceptions of adult EFL learners, little research has been conducted with younger students and with a focus on specific linguistic components. Therefore, the present study assessed the impact of a gamified approach involving the use of Kahoot! on the vocabulary learning and vocabulary self-efficacy of 122 primary EFL school learners. A quasi-experimental design was applied where participants were divided into an experimental group (n = 57) that was exposed to vocabulary learning through Kahoot! and a control group (n = 65) that received traditional coursebook instruction. Ten target words were assessed through a vocabulary learning post-test, while vocabulary self-efficacy was evaluated through a questionnaire. Results revealed that both groups performed equally well regarding lexical gains, and that students in the experimental group significantly increased their vocabulary self-efficacy when compared to the control group. Pedagogical implications are discussed.https://polipapers.upv.es/index.php/rdlyla/article/view/19932gamificationvocabulary learningvocabulary self-efficacyefl learning |
| spellingShingle | Marco Cancino Camila Viguera The impact of a gamified approach on vocabulary learning and vocabulary self-efficacy: evidence from a chilean primary EFL school Revista de Lingüística y Lenguas Aplicadas gamification vocabulary learning vocabulary self-efficacy efl learning |
| title | The impact of a gamified approach on vocabulary learning and vocabulary self-efficacy: evidence from a chilean primary EFL school |
| title_full | The impact of a gamified approach on vocabulary learning and vocabulary self-efficacy: evidence from a chilean primary EFL school |
| title_fullStr | The impact of a gamified approach on vocabulary learning and vocabulary self-efficacy: evidence from a chilean primary EFL school |
| title_full_unstemmed | The impact of a gamified approach on vocabulary learning and vocabulary self-efficacy: evidence from a chilean primary EFL school |
| title_short | The impact of a gamified approach on vocabulary learning and vocabulary self-efficacy: evidence from a chilean primary EFL school |
| title_sort | impact of a gamified approach on vocabulary learning and vocabulary self efficacy evidence from a chilean primary efl school |
| topic | gamification vocabulary learning vocabulary self-efficacy efl learning |
| url | https://polipapers.upv.es/index.php/rdlyla/article/view/19932 |
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