Gamifying Impromptu Speech for ESL/EFL Students

Girardelli, Davide; Barroero, Patrizia; Gu, Tingyue

doi:10.4995/head16.2016.2431

Cited by 3 publications

(6 citation statements)

References 2 publications

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“…This characteristic comes from Girardelli et al's ( 2016 ) work. The debater decides which arguments to use, which to attack, and whether to make use of one particular linguistic register or another.…”

Section: Concept Reviewmentioning

confidence: 89%

“…According to Girardelli et al ( 2016 ) storytelling is a characteristic of games. Debate does not fulfill the criteria of having a narrative that structures the game, since, unlike a video game or roleplay game, there is no narrative to act as a through-line.…”

Section: Concept Reviewmentioning

confidence: 99%

“…Use of game mechanics or dynamics or elements Deterding et al, 2011;Hammer and Lee, 2011;Kapp, 2012a,b Clear start and end Freedom to make mistakes Girardelli et al, 2016 Immediate feedback (result) Jarvis and De Freitas, 2009;Pastor et al, 2015;Girardelli et al, 2016 Source: own elaboration.…”

Section: Referencesmentioning

confidence: 99%

“…The most common channel for applying gamification is the web environment, whether virtual or mobile, with most current research focusing on such digital spaces, and rarely on a non-virtual format with a physical presence (Antonaci et al, 2015 )—although Kapp ( 2012a ) and Girardelli et al ( 2016 ), do claim the compatibility of the gamification concept with educational face to face presence, particularly for skills training and more specifically for communication skills. Furthermore, according to Osipov et al ( 2015 ), for training in soft skills , digital gamification brings certain limitations with regard to the real time that participants may be connected with a game—which, according to their experience, is ~20 mins.…”

Section: Introductionmentioning

confidence: 99%

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Competitive Debate as Innovation in Gamification and Training for Adult Learners: A Conceptual Analysis

2021

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Adult learners demand teaching innovations that are ever more rapid and attractive. As a response to these demands and the challenges of skills training, this article presents a conceptual analysis that introduces competitive debate as an impact training model. The aim is to learn whether debate can be considered to fall within the frame of gamification, so that the full potential of debate as gamification can be exploited. There is a significant research gap regarding competitive debate as a game, with the training mechanics for adult learners remaining practically unexplored. Through a conceptual analysis of game, game experience, and gamification, and their respective characteristics, we conclude that competitive debate is an ideal instrument for gamification.

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Section: Concept Reviewmentioning

confidence: 89%

Section: Concept Reviewmentioning

confidence: 99%

Section: Referencesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Competitive Debate as Innovation in Gamification and Training for Adult Learners: A Conceptual Analysis

2021

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“…Gamification is a promising trend and more engaging than non-game context (Nahmod, 2017). Empirical studies showed positive gamification effects on EFL oral proficiency (Girardelli, Barroero & Gu, 2016); grammar (Rahayu & Purnawarman, 2019;Zarzycka-Piskorz, 2016). ; learners' intrinsic and extrinsic motivation and interest to learn English (Wu & Huang, 2017;Sun & Hsieh 2018;Medina & Hurtado, 2017).…”

Section: Gamification In Efl and Previous Studies On Vocabulary Learningmentioning

confidence: 99%

Using gamification in EFL vocabulary learning and learners’ attitudes toward gamification use

واعر¹

2021

مجلة البحث العلمى فى التربیة

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Although gamification is one of the latest education trends, it has not been investigated adequately in the Egyptian EFL context. Hence, this mixed-method study aimed to explore the effect of using gamification on Egyptian EFL learners' vocabulary knowledge and their attitudes toward gamification use. The study followed a pre-posttest quasi-experimental research design. A total of 68 English Majors in the Faculty of Education at New Valley University participated in this study. The instruments included a vocabulary test (APTIS), an attitude questionnaire (designed by the researcher), learning logs and follow-up interviews. The experimental group used Quizizz, whereas the control group used paper-based sheets. After a seven-week treatment period, the participants were post-tested. The results showed significantly increased vocabulary knowledge of the experimental group in the APTIS test compared to the control group. The effect size of the treatment was remarkable (Cohen's d = 1.8). The questionnaire and interview data indicated positive attitudes toward the use of gamification in learning vocabulary. The interviewees found gamification more exciting and enjoyable than traditional learning methods. However, they experienced some challenges in internet access. In this study, gamification was deemed effective in enhancing EFL learners' vocabulary knowledge. Gamification efficiency may be due to its challenging and motivating nature in adding inspiring gaming elements to traditional learning. This study recommends the use of gamification as a useful and motivating tool for enhancing lexicon competence.

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QRdice: QR-Based Gamification Tool to Gamify Formative Assessment in Higher Education

Rani

Yunus

Kasinathan

2023

Communications in Computer and Information Science

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Gamifying Impromptu Speech for ESL/EFL Students

Abstract: Abstract

Cited by 3 publications

References 2 publications

Competitive Debate as Innovation in Gamification and Training for Adult Learners: A Conceptual Analysis

Competitive Debate as Innovation in Gamification and Training for Adult Learners: A Conceptual Analysis

Using gamification in EFL vocabulary learning and learners’ attitudes toward gamification use

QRdice: QR-Based Gamification Tool to Gamify Formative Assessment in Higher Education

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