Sadeghi Karim, Sağlık Ece, Mede Enisa, Samur Yavuz, Comert Zeynep
Bahçeşehir University, Turkey.
Istanbul University-Cerrahpasa, Turkey.
Heliyon. 2022 Nov 24;8(11):e11811. doi: 10.1016/j.heliyon.2022.e11811. eCollection 2022 Nov.
This study aimed to examine and compare the impact of gamified and non-gamified instruction on the vocabulary development and motivation of students enrolled in an English language preparatory program at a Turkish university. The perceptions of the participants about learning vocabulary through gamification were further explored in the study. A sample of 32 (16 control group, 16 experimental group) intermediate (B1 level) students participated in the study. Data were collected quantitatively using pre- and post-vocabulary tests and pre- and post-motivation questionnaires as well as qualitatively through semi-structured interviews. The findings revealed that the implementation of gamified instruction positively influenced student motivation. However, no significant difference was found between the two groups in their vocabulary development apart from a slight increase in the experimental group. Finally, the students perceived gamified instruction as an efficient way to learn and practice vocabulary. The gathered findings provide pedagogical implications and suggestions for implementing gamified instruction in language classrooms.
本研究旨在考察和比较游戏化教学与非游戏化教学对土耳其一所大学英语预备课程学生词汇发展和学习动机的影响。此外，该研究还进一步探讨了参与者对通过游戏化学习词汇的看法。32名中级（B1水平）学生（16名对照组，16名实验组）参与了本研究。通过词汇前测和后测、动机前测和后测问卷进行定量数据收集，并通过半结构化访谈进行定性数据收集。研究结果表明，游戏化教学的实施对学生动机产生了积极影响。然而，除实验组略有增加外，两组在词汇发展方面未发现显著差异。最后，学生们认为游戏化教学是学习和练习词汇的有效方式。研究结果为在语言课堂中实施游戏化教学提供了教学启示和建议。
