The effects of individual and collaborative gamification on EFL learners’ vocabulary learning

Abstract

This study investigates the effects of gamified vocabulary activities completed individually and collaboratively on elementary level EFL (English as a Foreign Language) learners’ vocabulary learning, and explores their opinions on and attitudes towards gamification as a classroom practice for vocabulary learning. The participants comprised 47 L1 (first language) Turkish learners of L2 (foreign language) English who were enrolled in the English Preparatory Program of a state university in İstanbul, Turkey. The study included one control and two experimental groups: individual gamification, and collaborative gamification. The intervention lasted three weeks wherein the participants completed two vocabulary activities and learned nine previously unknown vocabulary items each week. During the intervention the control group completed the traditional paper-based versions of the activities while the experimental groups completed the gamified versions either individually or collaboratively. The data on participants’ vocabulary development were collected via pre-, post-, and delayed post-tests of meaning recall and meaning recognition. In addition, a questionnaire was administered to explore the experimental group participants’ opinions and attitudes. The results of the tests revealed that the experimental groups significantly outperformed the control group in both post- and delayed-post tests. Although no significant differences were found between the two experimental groups in these tests, the collaborative gamification group significantly improved their meaning recall from post- to delayed post-test. The questionnaire results showed that the participants found gamification effective not only in learning vocabulary but also in enhancing their engagement and motivation.