Fostering English vocabulary learning through gamification strategy. A preliminary study
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Publicado:
Mar 8, 2023
Palabras clave:
Gamification Strategy, English language, Duolingo Platform, vocabulary acquisition.
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This study was conducted to establish the effectiveness of the Gamification strategy in the vocabulary acquisition in the English language in the students of the first semester at Pedagogy of National and Foreign Languages Program at Universidad Técnica de Ambato. A descriptive and correlational methodology was used, and as a data collection technique, a pretest and posttest of knowledge were applied. 73 students participated in this research study (36 students were in the control group and 37 in the experimental group). The results of the pretest showed that most of the students had a limited vocabulary in the English Language. Therefore, the use of the Duolingo learning platform was proposed as a gamification strategy to improve the level of vocabulary that students demand. Finally, a posttest was applied, which showed that the students went from a basic to intermediate level, establishing the effectiveness of the proposed gamification strategy (Duolingo learning platform) in the acquisition of new vocabulary.
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Jordán Buenaño, C. del R., Encalada Trujillo, E. G., Iza Pazmiño, S. J., & Altamirano Carvajal, S. P. (2023). Fostering English vocabulary learning through gamification strategy. A preliminary study . ConcienciaDigital, 6(1.4), 60-78. https://doi.org/10.33262/concienciadigital.v6i1.4.1986
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Silver-Bonito, T. (2014). Video Games as Motivators of English Vocabulary Acquisition and Reading. 453(Inusharts 2019), 22–27.
Tamtama, G. I. W., Suryanto, P., & Suyoto. (2020). Design of English vocabulary mobile apps using gamification: An Indonesian case study for kindergarten. International Journal of Engineering Pedagogy, 10(1), 105–162. https://doi.org/10.3991/ijep.v10i1.11551
Tekinbas, M., & Zimmerman, R. (2004). Design of English vocabulary mobile apps using gamification: An Indonesian case study for kindergarten. International Journal of Engineering Pedagogy, 10(1), 105–162. https://doi.org/10.3991/ijep.v10i1.11551
Vesterinen, W., & Mylläri, A. (2014). An investigation of the effectiveness of English language apps for EFL vocabulary building. VI(I), 1083–1102.
Werbach, L. (2014). Adquisición de Nuevo Vocabulario a través de Guadalingo: Un Caso Experimental Máster Universitario en Lenguas y Tecnología Estudiante: Lulu Wang Supervisor: Ricardo Casañ Pitarch.
Zichermann, M., & Cunninghman, T. (2011). Constructivist Learning, Vocabulary Learning Strategies and Motivational Theories for English Vocabulary Acquisition Tool Using Cloud Computing. International Journal of Academic Research in Business and Social Sciences, 9(13). https://doi.org/10.6007/ijarbss/v9-i13/6485
Buckley, P., & Doyle, E. (2016). Gamification and student motivation. Interactive Learning Environments, 24(6), 1162–1175. https://doi.org/10.1080/10494820.2014.964263
Castro, Da Hora, & Pereira, T. (2016). The effect of game-based learning on vocabulary acquisition for middle school English language learners. ProQuest Dissertations and Theses, 103. https://bit.ly/3JVv0fA
Chou, P. (2015). A Review of Data Analysis for Gamification: Challenges, Motivations, Recommendations and Methodological Aspects. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(3), 928–960. https://doi.org/10.17762/turcomat.v12i3.828
Dicheva, D., & Dichev, C. (2015, October). Gamification in education: Where are we in 2015? [Online]. Paper presented at the E-Learn Conference 2015 - World Conference on E-Learning, Kona, Hawaii. Retrieved from http://www.wssu.edu/profile/dept/cs/dichevc/documents/gamification-education-where-are2015.pdf
Dicheva, D., & Dichev, C. (2017). Gamifying education: What is known, what is believed and what remains uncertain: A critical review [Online]. International Journal of Educational Technology in Higher Education, 14(9), 1–36. Retrieved from https://link.springer.com/article/10.1186/s41239-017-0042-5
Duy, P., Long, M., & Hiroyuki, H. (2017). A mobile gamification learning system for improving the learning motivation and achievements. Journal of Computer Assisted Learning, 31(3), 268-286.
First, E. (2019). The world’s largest ranking of countries and regions by English skills. Retrieved on July 18, 2019.
Garcia, G., Garcia, J., & Questier, F. (2017). Governmental partnerships for language learning: A commercial language platform for young workers in Colombia. The EuroCALL Review, 25(2), 42. https://doi.org/10.4995/eurocall.2017.8620
Hua, D. (2020). An Analysis of Winning Streak’s Effects in Language Course of “Duolingo.” Asia-Pacific Journal of Information Technology & Multimedia, 06(02), 23–29. https://doi.org/10.17576/apjitm-2017-0602-03
Huotari, X., & Hamari, T. (2012). Game-based learning platform and its effects on present tense mastery: Evidence from an ESL classroom. International Journal of Learning, Teaching and Educational Research, 19(5), 13–26. https://doi.org/10.26803/ijlter.19.5.2
Jordan, Buenaño, C. R. (2021). Gamification strategy and the English learning vocabulary. (Tesis de Maestría). Pontificia Universidad Católica del Ecuador. Sede Ambato. https://repositorio.pucesa.edu.ec/bitstream/123456789/3319/1/77474.pdf
Kapp, K. (2012). The Gamification of Learning and Instruction: Game-Based Methods and Strategies for Training and Education. San Francisco: John Wiley & Sons.
Kayseroglu, M. A., & Samur, Y. (2018). Journal of learning and teaching in digital age. Journal of Learning and Teaching in Digital Age (JOLTIDA), 3(2), 27–41. http://joltida.org/index.php/joltida/article/view/60/129
Krokfors, M., Kangas, S., & Kopisto, M. (2014). Journal of learning and teaching in digital age. Journal of Learning and Teaching in Digital Age (JOLTIDA), 3(2), 27–41. http://joltida.org/index.php/joltida/article/view/60/129
Macías, Y. y Villafuerte, J. (2020). Teaching English Language in Ecuador: A Review from the Inclusive Educational Approach. Journal of Arts & Humanities, 9(2), 75-90. http://doi.org/10.18533/journal.v9i2.1854
Marczewski, Z. (2015). Receptive Vocabulary Knowledge or Productive Vocabulary Knowledge in Writing Skill, Which One Important? 6(11), 261–271. https://doi.org/10.6007/IJARBSS/v6-i11/2395
Mchucha, Ismail, &Tibok. (2017). Gamified EFL instruction: An overview of the most recent research trends. CEUR Workshop Proceedings, 2145, 7–12.
Munday, P. (2015). the Case for Using Duolingo as Part of the Language Classroom Experience. RIED. Revista Iberoamericana de Educación a Distancia, 19(1). https://doi.org/10.5944/ried.19.1.14581
Musa, T., & Mohamad, P. (2017). The Effects of Digital Game-based Learning on Primary School Students in the English Vocabulary Achievement and Acceptance. Innovative Teaching and Learning Journal, 1(1), 61–74. http://web2.fp.utm.my/itlj/index.php/itlj/article/viewFile/14/11
Nah F.FH., Zeng Q., Telaprolu V.R., Ayyappa A.P., Eschenbrenner B. (2014) Gamification of Education: A Review of Literature. In: Nah F.FH. (eds) HCI in Business. HCIB 2014. Lecture Notes in Computer Science, vol 8527. Springer, Cham. https://doi.org/10.1007/978-3-319-07293-7_39
Silver-Bonito, T. (2014). Video Games as Motivators of English Vocabulary Acquisition and Reading. 453(Inusharts 2019), 22–27.
Tamtama, G. I. W., Suryanto, P., & Suyoto. (2020). Design of English vocabulary mobile apps using gamification: An Indonesian case study for kindergarten. International Journal of Engineering Pedagogy, 10(1), 105–162. https://doi.org/10.3991/ijep.v10i1.11551
Tekinbas, M., & Zimmerman, R. (2004). Design of English vocabulary mobile apps using gamification: An Indonesian case study for kindergarten. International Journal of Engineering Pedagogy, 10(1), 105–162. https://doi.org/10.3991/ijep.v10i1.11551
Vesterinen, W., & Mylläri, A. (2014). An investigation of the effectiveness of English language apps for EFL vocabulary building. VI(I), 1083–1102.
Werbach, L. (2014). Adquisición de Nuevo Vocabulario a través de Guadalingo: Un Caso Experimental Máster Universitario en Lenguas y Tecnología Estudiante: Lulu Wang Supervisor: Ricardo Casañ Pitarch.
Zichermann, M., & Cunninghman, T. (2011). Constructivist Learning, Vocabulary Learning Strategies and Motivational Theories for English Vocabulary Acquisition Tool Using Cloud Computing. International Journal of Academic Research in Business and Social Sciences, 9(13). https://doi.org/10.6007/ijarbss/v9-i13/6485