The effects of implementing gamified instruction on vocabulary gain and motivation among language learners

Sadeghi, Karim; Sağlık, Ece; Mede, Enisa; Samur, Yavuz; Cömert, Zeynep

doi:10.1016/j.heliyon.2022.e11811

Cited by 8 publications

(6 citation statements)

References 48 publications

(51 reference statements)

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“…The incorporation of competitive elements within the Kahoot platform serves to mitigate student anxiety while concurrently fostering a heightened sense of confidence when responding to quiz questions and actively engaging in classroom discourse. This outcome, in turn, contributes to students' motivation to acquire proficiency in the English language (Sadeghi et al, 2022;Wang & Tahir, 2020).…”

Section: Discussionmentioning

confidence: 99%

Benefits of Kahoot in Improving 7th Grade Junior Highschool English Vocabulary: Classroom Action Research in SMP Hamong Putera Ngaglik

Mustagis,

Hijayadi,

Rufiani

et al. 2024

E-Jou

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This Classroom Action Research investigates the advantages of employing Kahoot, A platform that teaches through games, in expanding one's vocabulary in English among 7th grade junior high school students at SMP Hamong Putera Ngaglik. The study found that Kahoot significantly enhances student improvement, motivation, and learning outcomes. It was observed that the use of Kahoot led to an increase in vocabulary scores, indicating its effectiveness as a learning tool. The study included before being tested, Kahoot! intervention, and a vocabulary post-test. This study examined if Kahoot! could improve 7th-graders' English vocabulary acquisition and retention. The study found that Kahoot! improved pupils' vocabulary scores. Kahoot!'s gamification made learning fun and engaging. The platform's real-time feedback helped students remedy their mistakes, fostering active learning and English language comprehension. Kahoot! may help 7th-grade junior high school students learn English vocabulary, according to one study. To improve vocabulary learning, teachers can use gamification like Kahoot! This study adds to the literature on technology-enhanced learning aids in education.Keywords: Classroom Action Research, Kahoot, Vocabulary

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Section: Discussionmentioning

confidence: 99%

Benefits of Kahoot in Improving 7th Grade Junior Highschool English Vocabulary: Classroom Action Research in SMP Hamong Putera Ngaglik

Mustagis,

Hijayadi,

Rufiani

et al. 2024

E-Jou

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“…Thus, the task could be successfully implemented following the introduction of the target structure(s) rather than prior to establishing a basic understanding of that structure. Incorporating a syntactic guessing game in L2 lessons and textbooks has the potential of gamifying L2 syntactic learning and in turn boosting engagement, resulting in improved learning ( Castillo-Cuesta, 2020 ; Sadeghi et al, 2022 ; Zhang and Hasim, 2022 ).…”

Section: Discussionmentioning

confidence: 99%

What is the next structure? Guessing enhances L2 syntactic learning in a syntactic priming task

Alzahrani

2023

Front. Psychol.

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Previous psycholinguistic research has shown that Second Language (L2) speakers could learn from engaging in prediction. Few works have directly examined the relationship between prediction and L2 syntactic learning. Further, relatively limited attention has been paid to the effects of two linguistic factors in this area: structure type and L2 proficiency. Using a mixed experimental design, 147 L2 Arabic speakers with varying L2 proficiency levels completed two syntactic priming experiments, each targeting a different structure: (a) the dative and (b) Temporal Phrases (TP). The experimental conditions required participants to predict what the upcoming sentence’s structure would be. The experimental conditions differed in the degree of engagement in prediction error. Results suggested that Arabic L2 speakers at different proficiency levels showed enhanced priming and short-term learning for two syntactic structures (PO, fronted TP) when (a) instructed to guess only (constrained condition) as well as when (b) instructed to guess and compute the prediction error (unconstrained condition), relative to the controls. These results imply a guessing benefit for priming and short-term learning. Participants also experienced different priming effects by structure type, but there was no significant effect for proficiency. The theoretical and practical implications of these findings are discussed.

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“…Overall, both game mechanics and dynamics contribute to making the EFL learning experience fun and engaging. They, also, enhance learners' curiosity and interest level in EFL learning (Hernández-Prados, Belmonte & Manzanares-Ruiz, 2021; Sadeghi, Sağlık, Mede, Samur & Comert, 2022;Jie, Zakaria & Hassan, 2023).…”

Section: Gl Elementsmentioning

confidence: 99%

“…Posttest results revealed that the experimental group remarkably surpassed the control group, thus providing evidence for GL positive role in promoting vocabulary acquisition among EFL undergraduates. Sadeghi, Sağlık, Mede, Samur and Comert (2022) explored GL impact on Turkish undergraduates' vocabulary acquisition and motivational levels. Participants were randomly assigned into a control group and an experimental group of sixteen students each.…”

Section: Studies Applying Gl To Promote Lexical Items Acquisition Amo...mentioning

confidence: 99%

The Effectiveness of a Proposed Program Integrating Focus on Form and Gamified Learning in Fostering Egyptian English Majors' Phrasal Verbs Comprehension and Production

Helal

2024

BSU-Journal of Pedagogy and Curriculum

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This study aimed at fostering Egyptian English sophomores' phrasal verbs comprehension and production through implementing a suggested program that combined some Focus on Form techniques and Gamified Learning activities. Participants were sixty-four students in two intact classes, and they were randomly assigned into an experimental group and a control group of thirtytwo students each. The experimental group was taught English phrasal verbs according to the proposed program over a period of ten weeks during the spring 2023 semester of the academic year 2022/2023. The control group was taught the same phrasal verbs according to the regular method. The study focused on ten phrasal verbs categories. These were (a) food and drinks, (b) weather, (c) change, (d) education, (e) work, (f) travel and transportation, (g) daily activities, (h) health and fitness, (i) clothing and appearance as well as (j) money and shopping phrasal verbs. The study instruments were a pre/post phrasal verbs comprehension test and a pre/post phrasal verbs production test. Posttests results revealed that the experimental group significantly surpassed the control group in overall phrasal verbs comprehension and production as well as in their ability to make meaning of and produce each of the specified phrasal verbs categories. Moreover, comparing the experimental group's means on both pre-/posttests revealed the tangible progress in their comprehension and production of the target phrasal verbs. Therefore, it was concluded that the proposed program was effective in enhancing phrasal verbs comprehension and production among Egyptian English sophomores.

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The effects of implementing gamified instruction on vocabulary gain and motivation among language learners

Cited by 8 publications

References 48 publications

Benefits of Kahoot in Improving 7th Grade Junior Highschool English Vocabulary: Classroom Action Research in SMP Hamong Putera Ngaglik

Benefits of Kahoot in Improving 7th Grade Junior Highschool English Vocabulary: Classroom Action Research in SMP Hamong Putera Ngaglik

What is the next structure? Guessing enhances L2 syntactic learning in a syntactic priming task

The Effectiveness of a Proposed Program Integrating Focus on Form and Gamified Learning in Fostering Egyptian English Majors' Phrasal Verbs Comprehension and Production

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