During the last decade, vocabulary learning has gradually moved from paper-based to
digital flashcards. The elements of gamified learning seem to have brought some
distinctive excitement into learning English words, which is commonly perceived as
tedious and repetitive. However, gamified vocabulary learning has mostly been
conducted in-class, while the class-hour is normally limited, the number of the words that
have to be learned are numerous, and low-proficiency students have their own typical
pace of learning. Therefore, using an action classroom research, this study implemented
a two-cycle of vocabulary learning for 10 weeks at a university in Thailand, involving
very low-level students (N = 65; 18.5% male and 81.5% female), who previously did not
pass the university proficiency test and had to take a basic English remedial course in
their first academic term. The target vocabulary was 500 academic English words at the
A1-A2 CEFR levels. Quizlet was selected as the gamification tool since its potential had
been indicated by preceding research. In the first cycle of the study (5 weeks), the students
learned vocabulary without Quizlet support, then in the second cycle, they learned
vocabulary with Quizlet support provided by the teacher. Quizlet support was designed
to assist students in their vocabulary learning at home. The students’ learning outcomes
were measured by using in-class vocabulary tests weekly. The results of paired-sample t-
tests disclosed significant improvement in both conditions: before and after Quizlet
activities were performed and pre-and post-test vocabulary scores. These results suggest
that gamified vocabulary learning can be integrated into vocabulary learning instruction
as it can address key issues in vocabulary learning.
Introduction
Recent reviews and empirical studies have signified growing interest in gamified
English language learning for its positive impacts on student learning experience and
outcome. For instance, a systematic review of 22 publications from 2008 to 2019 indexed
by Scopus, Eric, and Web of Science confirms that gamified English learning has been
associated with enjoyable, engaging, motivating, and fun learning experiences; it is
effective for delivering content language learning while enhancing students’ engagement,
, Computer-Assisted Language Learning Electronic Journal(CALL-EJ), 22(1), 158-179
159
motivation, and satisfaction during the learning process (Dehghanzadeh et al., 2019). In
another review, Zou et al. (2019) noted the potential of gamified English learning for
facilitating reading and listening comprehension and enhancing short- and long-term
vocabulary learning. Empirical studies examining the use of gamified application tools in
English learning have also observed similar findings such as improving the levels of
students’ learning motivation and engagement (Sun & Hsieh, 2018), fostering, and
reinforcing learning (Tan Ai Lin et al., 2018), and creating a better classroom
environment favored by students (Cárdenas-Moncada et al., 2020).
Among others, gamified English learning has altered the landscape of vocabulary
learning. It is reasonable to reveal that, to some extent, learning English vocabulary can
be tedious due to the demand for memorization and repetition as the words need to be
acquired and used in productive skills such as in writing and speaking. To address such a
common learning experience, the practice of gamifying vocabulary teaching and learning
has started to be visible, which has the potential to transform some rote vocabulary
learning and repetition into a fun learning experience. Gamification can promote elements
such as problem-solving, collaboration, and independent learning (Kapp, 2012).
Gamifying vocabulary learning is one solution to get students interested and excited about
learning words in a playful context, yet still within comprehensive vocabulary instruction
(Kingsley & Grabner‐Hagen, 2018). Previous research studies have established that
gamified vocabulary learning can significantly enhance student learning motivation and
engagement which can potentially lead to better learning outcomes (e.g., Medina &
Hurtado, 2017; Waluyo, 2020; Weissheimer et al., 2019). Yet, there is also a report on
non-significant differences between the learning outcomes of the class using gamification
and the class using traditional face-to-face vocabulary instruction (Rachels & Rockinson-
Szapkiw, 2018).
Studies on gamified vocabulary learning are, however, still dominated by an in-
class implementation. Meanwhile, there are a certain number of words that one must learn
to function in the English language (Stahl & Nagy, 2005), which normally cannot be
covered by teaching the target words in the class-hour. Learning L2/foreign language
vocabulary has always been difficult, and the success may depend on students’
autonomous learning of the learned words (Agustín-Llach & Alonso, 2017). Therefore,
studies exploring the implementation of gamified vocabulary learning outside the
classroom is needed to see if it has the potential to enhance in-class vocabulary learning
outcomes. Driven by such need, the present study seeks to prove if providing gamified
vocabulary learning support at home for students can significantly improve learning
outcomes in class and overall. It attempts to extend the exploration of the impacts of
gamified learning beyond the application in class. More importantly, the participants are
low-proficiency students who previously failed to enroll in General English (GE) courses
in their first academic term due to the need to take a remedial English course. This study
intentionally focuses on low-proficiency students as they are the ones who need more
help, and it is assumed that their success may apply to other students with a higher level
of English proficiency. Among the available gamification tools, this study utilized Quizlet
implemented in a classroom action research design within 10 weeks.
Literature Review
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