During the last years, gamification has been regarded as a powerful tool to transform the EFL classroom into an engaging and entertaining learning context. The present paper aims to give insight into how gamification affects students’ intrinsic and extrinsic motivation. With a sample of 51 students of a state school located in Almazora (Castellón, Spain), an experimental group and a control group were created in order to compare digital to traditional methodologies, respectively. With the implementation of a Motivation’s Questionnaire and an Attitude’s Questionnaire, the obtained results indicated that the use of Quizizz motivates students both intrinsically and extrinsically and that students hold a favorable attitude towards the introduction of gamification in the EFL classroom. Finally, gamification seems to offer favourable results in the students’ learning process. Further research in this field should focus on other individual variables such as age, gender and background.
<div><p>The advent of various interactive multimedia networks in the English for Specific Purposes (ESP) classroom (Grabe & Grabe, 2007) has led to the emergence of new learning methodologies (Ming-Hung et al., 2017). Accordingly, new ways of learning are present in a multimodal environment, and have caused an effect on students’ degree of motivation, as well as on their learning styles (e.g., ‘multimodal’ and ‘perceptual’ learning styles).</p></div><div><p>The present study aims to analyse the degree of motivation of ESP learners with a ‘Multimodal’ learning style in contrast to those with ‘Multiple’ learning styles. In particular, this study addresses three research questions: (1) Has ‘Digital’ learning created a recent ‘perceptual’ learning style (i.e., ‘Multimodal’ learning style)? (2) To what extent does ‘digital’ learning increase ESP students’ motivation in comparison to ‘traditional’ learning? (3) Does the ‘Multimodal’ learning style heighten the degree of motivation in contrast to ‘Multiple’ learning style?</p><p>The study used a sample of 62 first-year ESP students taking the subject ‘Professional English for Communicators’ at a Spanish university. Data for this study were collected using ‘Wix’, as the main research tool, and two questionnaires which focused on students’ ‘Multimodal’ learning style and motivation: (a) ‘Multimodal Learning Styles Questionnaire’, designed to help students identify their preferences towards their learning process, and (b) ‘Motivation Questionnaire’, in order to get information regarding students’ perceptions for the enhancement of engagement.</p><p>Results suggest that the implementation of ‘Wix’ in the classroom increases students’ engagement in their learning process and fosters a new perceptual learning style (i.e., ‘multimodal’ learning style). These findings may help to identify to what extent digital resources affect students’ engagement and perceptual learning styles’ preferences. The results obtained from this research may be used to derive conclusions on how to approach the ‘Multimodal’ learning style in further student performances with digital tools that promote the training of digital literacies (Girón-García, 2013).</p></div>
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