Gamified Learning: Are Vietnamese EFL Learners Ready Yet?

Phuong, Thi Thanh Huyen

doi:10.3991/ijet.v15i24.16667

Cited by 14 publications

(17 citation statements)

References 15 publications

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“…It has been utilized in many empirical studies in more than ten non-Englishspeaking countries. Unlike some previous studies (Phuong, 2020;Govender and Arnedo-Moreno, 2021) which claimed that online gamification was mainly used to teach vocabulary, and very little used to teach content knowledge and English grammar, not to mention other aspects of English learning, the quantitative findings of this study were that gamification could be widely used in teaching vocabulary, grammar, listening, speaking, reading, writing, pronunciation, college English, and even English literature. This indicates the feasibility and practicality of using gamification in actual EFL/ESL classrooms.…”

Section: Discussioncontrasting

confidence: 85%

Gamification in EFL/ESL instruction: A systematic review of empirical research

Zhang

Hasim

2023

Front. Psychol.

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IntroductionThis systematic review aims to present the characteristics of the recent research in gamified EFL/ESL instruction, benefits and drawbacks of using gamification in EFL/ESL instruction, and gamification elements.MethodsThe researchers carried out database search in both Web of Science and the Scopus for relevant articles using 15 related key terms. Finally, forty journal articles aligned with the inclusion criteria.ResultsThe results found that gamification has been widely utilized in more than ten non-English-speaking countries and various English language skills, which indicated that gamification has gained popularity in facilitating EFL/ESL learning. The benefits of using gamification included improving students’ English language skills and abilities, positively affecting students’ attitudes and emotional responses, providing an authentic language learning environment and cultivating students’ comprehensive competence. The drawbacks of using gamification mainly included the technical problems, short-lived positive effect, and the negative influence caused by the gamified competition, and so forth. The most frequently used gamification elements were feedback, points, quiz, digital badges, leaderboard, and reward, followed by progress bar, story-telling, challenge, videos, time limit, and competition.DiscussionThe results provide a better understanding of the state of using gamification in EFL/ESL instruction in recent years. It will be useful for researchers seeking to understand and evaluate gamification as well as to practitioners interested in using gamification.

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Section: Discussioncontrasting

confidence: 85%

Gamification in EFL/ESL instruction: A systematic review of empirical research

Zhang

Hasim

2023

Front. Psychol.

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“…Students, both boys and girls, are equally motivated to participate in digital games (Papastergiou, 2009). Studies in the world have confirmed many advantages when implementing digital game-based learning, but according to qualitative research in Cavus's Web of Science database, the application of games alone in developing strategy management skills, namely Business Strategy Games (BSG) and Learning Strategy Management still shows many limitations, so it is affirmed that there is a need to do more research on deploying business strategy game and learning strategy management [33].…”

Section: The Efficiency Criteria Of Digital Game-based Instructional Technologymentioning

confidence: 99%

Evaluating Feasibility and Effectiveness of Digital Game-Based Instructional Technology

Huong

Cuong

2021

Int. J. Emerg. Technol. Learn.

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Higher education institutions encounters difficulties when the Covid-19 pandemic happens because learners cannot go to class and absorb knowledge directly. In Vietnam, universities have used online learning to help learners keep learning in this pandemic context. However, the quality and effectiveness of the learning process are questioned by the learner and the teaching staff. In this context, our research is looking for solutions to apply new technology in the teaching process to ensure the quality and effectiveness of learning. Among these new technologies, digital games are considered due to most students playing digital games as well as their positive effects in teaching reflected in recent publications. Under the approach of technological process, our team evaluate the feasibility and effectiveness of the digital game-based instructional technology at HUST. In terms of feasibility, research results show that most students agree that learning skills can be formed by using digital games in learning process. About the efficiency, there are three key findings: First, although male students play video games more than female students, the results show that both men and women have the same rate to-wards the effectiveness of digital games in learning. Second, there is no difference in assessing the effectiveness of digital games in learning between IT students and non-IT students although IT students are more exposed to technology. Third, there is a difference in the views of second-year students and third-year students. This difference shows the reason to build blended-learning courses that use digital games effectively for third-year students who starts more indeed engineering major at universities.

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“…The students from cohort 46 are freshmen who could be the least influenced by the social integration in the school time studying in the university. Reference [40] indicated that the most common thread for students' avoidance to study sophomore year is social integration. It can be inferred that students' motivation for continuous learning in the university, as well as their participation in the in-class activities, is affected by this thread.…”

Section: Discussionmentioning

confidence: 99%

An Investigation of English-Majored Students’ Learning Styles and Their Preferable Interaction Activities: A Case Study in the Mekong Delta of Vietnam

Khánh

Thao³

et al. 2021

IJSMS

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Many changes have been observed in the Vietnamese education context. As a result, higher education institutions implemented many innovations in English teaching and learning, such as new course books, new programs, and new teaching techniques. Somehow, it creates several challenges for English as a foreign language (EFL) students and their motivation for learning. Learning styles have been considered as one of the course factors.The current study attempted to investigate English-majored students’ learning styles and their preferred interaction activities in EFL classes. The study was administered as a concurrent nested design in which the qualitative strand is embedded within the prominence of the quantitative one. There were 191 students, studying English high-quality programs in a public tertiary institution in the Mekong Delta of Vietnam, who were recruited in this research. the results from questionnaires including thirty-one close-ended items and two open-ended ones showed that among the students, there are more visual learning styles than the counterparts, including auditory and kinesthetic ones. In terms of interaction activities in EFL classes, games are dominant. Based on the findings, some discussions and implications are presented at the end of the paper.

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Gamified Learning: Are Vietnamese EFL Learners Ready Yet?

Cited by 14 publications

References 15 publications

Gamification in EFL/ESL instruction: A systematic review of empirical research

Gamification in EFL/ESL instruction: A systematic review of empirical research

Evaluating Feasibility and Effectiveness of Digital Game-Based Instructional Technology

An Investigation of English-Majored Students’ Learning Styles and Their Preferable Interaction Activities: A Case Study in the Mekong Delta of Vietnam

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