Teachers’ Perceptions of using Gamification Apps in Teaching Speaking Skill to EFL Young Learners

Thủy, Nguyễn Thị Thanh; Hung, Luu Nguyen Quoc

doi:10.51386/25815946/ijsms-v4i5p108

Cited by 3 publications

(2 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This suggests that some teachers may resist using gamification because they feel it may disrupt their structure or control over their lessons. This finding highlights the importance of addressing teacher concerns about using gamification and developing strategies that can effectively incorporate it into existing teaching practices (Psoinos, 2021;Thuy & Hung, 2021).…”

Section: Educational Background Vs Perceived Usefulness Of Gamificati...mentioning

confidence: 88%

Teachers’ attitudes on gamification: The Greek EFL context

Spathopoulou,

Pitychoutis

2024

View full text Add to dashboard Cite

This article explores teachers' attitudes towards the perceived usefulness and intention of using gamification in the English as a Foreign Language (EFL) classroom. The study examines the impact of age, teaching experience, and educational background on teachers' attitudes towards gamification. The literature review highlights the potential benefits of gamification in enhancing student engagement, motivation, and positive learning behavior, as well as its potential to address affective factors and language skills. This quantitative study employed a correlational research design, involving a sample of 70 language instructors from five language schools in Greece. Data collection was conducted using a structured questionnaire adapted from the Technology Acceptance Model (TAM). The research indicates that younger teachers are more willing to incorporate gamification into their lessons, while older teachers may require additional support. Teaching experience negatively influences teachers' intention to use gamification, indicating that less experienced teachers are more open to experimentation. Educational background, however, does not significantly impact teachers' intention to use gamification. Additionally, the study finds that the perceived usefulness of gamification is influenced by age, teaching experience, and attitudes towards control and student approval. The article concludes that while gamification can enhance student engagement and learning outcomes, its effectiveness depends on various factors. Recommendations include tailored training programs and support networks for older teachers and the promotion of collaborative communities to facilitate the integration of gamification in EFL classrooms. Further research is encouraged to explore public school EFL teachers' attitudes and develop effective strategies for gamification implementation.

show abstract

Section: Educational Background Vs Perceived Usefulness Of Gamificati...mentioning

confidence: 88%

Teachers’ attitudes on gamification: The Greek EFL context

Spathopoulou,

Pitychoutis

2024

View full text Add to dashboard Cite

show abstract

“…Since it is also crucial to get the students to feel more interested and aware of the learning's goals during the initial phase of the speaking lesson, gamification apps can be seen and used to excite the students' interests or attention as well (Thuy & Hung, 2021). It is further explained that both students and teachers can use PCs, laptops, tablets, or cellphones to access the apps and use them during the learning and teaching sessions.…”

Section: Gamifying Lessons As An Approach To Tackle Second Language A...mentioning

confidence: 99%

More Thank Child's Play: Tackling Speech Anxiety Among Malaysian ESL Learners Through Gamification

Abdul Rahim,

Razawi

et al. 2023

IdJ

View full text Add to dashboard Cite

When second language learners have language anxiety especially when they are using the speaking skills, they are more likely to experience anxiety, self-doubt, frustration, and fear that will affect their ability to learn the languages. However, based on previous research, it is shown that learners' anxiety over public speaking significantly decreased when gamification was included in the classroom. Therefore, in this study, the main objective was to explore the students’ perception towards the gamification setting in reducing speech anxiety among UiTM students. The study employs a quantitative study with 221 participants consisting of undergraduates from various faculties in UiTM. A descriptive analysis was used to analyze the data. From the results, it is found that most of the students experienced a level of anxiety in the beginning despite using the virtual gamification setting. However, they believe that the virtual speech application helped them in getting an improved positive experience when delivering a speech, particularly in easing their anxiousness upon speaking in front of an audience.

show abstract

Factors and Challenges in Using Gamification In Teaching ESP

Nusi,

Dewirahmadanirwati,

Novia

et al. 2024

JIPS

View full text Add to dashboard Cite

The purpose of this study is to detect the key issues and challenges faced by English lecturers in implementing gamification in teaching English for Specific Purposes (ESP). This study was a qualitative study with case study design. A number of 16 lecturers were participants of this study. The data was collected through structured interviews, and then analyzed the interview responses using content analysis. The result of the study shown that there were factors or issues such as the occurrence of problems like irregularities, objections, and challenges during the game, the creation of a negative competitive environment, the extension of the time allotted for the game, and the creation of a noisy environment were found to be challenges to the use of gamification in the classroom. In addition, technical difficulties and problems with digital games, lack of technology and internet, technology, screen, and game addiction, and health or psychological issues are some of the main reasons why lecturers do not use gamification in their ESP teaching.

show abstract

Teachers’ Perceptions of using Gamification Apps in Teaching Speaking Skill to EFL Young Learners

Cited by 3 publications

References 7 publications

Teachers’ attitudes on gamification: The Greek EFL context

Teachers’ attitudes on gamification: The Greek EFL context

More Thank Child's Play: Tackling Speech Anxiety Among Malaysian ESL Learners Through Gamification

Factors and Challenges in Using Gamification In Teaching ESP

Contact Info

Product

Resources

About