Does Gamification Work for Low Proficiency Students? Gamified Vocabulary at Home and Learning Outcomes in Class Using Quizlet

Abstract

During the last decade, vocabulary learning has gradually moved from paper-based to digital flashcards. The elements of gamified learning seem to have brought some distinctive excitement into learning English words, which is commonly perceived as tedious and repetitive. However, gamified vocabulary learning has mostly been conducted in-class, while the class-hour is normally limited, the number of the words that have to be learned are numerous, and low-proficiency students have their own typical pace of learning. Therefore, using an action classroom research, this study implemented a two-cycle of vocabulary learning for 10 weeks at a university in Thailand, involving very low-level students (N = 65; 18.5% male and 81.5% female), who previously did not pass the university proficiency test and had to take a basic English remedial course in their first academic term. The target vocabulary was 500 academic English words at the A1-A2 CEFR levels. Quizlet was selected as the gamification tool since its potential had been indicated by preceding research. In the first cycle of the study (5 weeks), the students learned vocabulary without Quizlet support, then in the second cycle, they learned vocabulary with Quizlet support provided by the teacher. Quizlet support was designed to assist students in their vocabulary learning at home. The students’ learning outcomes were measured by using in-class vocabulary tests weekly. The results of paired-sample t- tests disclosed significant improvement in both conditions: before and after Quizlet activities were performed and pre-and post-test vocabulary scores. These results suggest that gamified vocabulary learning can be integrated into vocabulary learning instruction as it can address key issues in vocabulary learning.