The Effects of Role-Playing Gamification on Business Vocabulary Learning and Motivation: A Study of CEFR-based Language Learning Mobile Application for Thai Undergraduate Students
Article Sidebar
Main Article Content
Abstract
Role playing games and gamification contribute to enhanced vocabulary learning and increased learner motivation. Little research, however, examines these impacts of role-playing gamification amongst EFL learners practicing business English skills outside of class time. This study aims to investigate the effects of role-playing gamification on business vocabulary learning and motivation through a CEFR-based language learning application. The research participants were 21 Thai undergraduate students who autonomously played language learning games in the mobile application outside of class time for a duration of 4 weeks. Pre-post vocabulary test and intrinsic motivation inventory (IMI) questionnaire were used as main research instruments. Through quantitative data analysis, the paired t-test results showed significant improvement in participants’ business vocabulary performance. Nonetheless, descriptive statistical analysis of questionnaire data showed moderate levels of motivation in all sub-scales (M<4). The results of this study suggest beneficial roles of role-playing gamification in out-of-class language learning. Implications on mobile application game design and motivation for language learning are also discussed.
Article Details
References
Afzal, N. (2019). A study on vocabulary-learning problems encountered by BA English majors at the university level of education. Arab World English Journal, 10(3), 81-98. https://dx.doi.org/10.24093/awej/vol10no3.6
Benson, P. (2001). Teaching and researching autonomy in language learning. Pearson Education.
Cambridge University Press & Assessment. (n.d.). Business English Can Do Statements. Cambridge English. https://www.cambridgeenglish.org/why-choose-us/english-at-work/can-do/
Chans, G.M., & Portuguez Castro, M. (2021). Gamification as a strategy to increase motivation and engagement in higher education chemistry students. Computers, 10, 132.
https://doi.org/10.3390/computers10100132
Council of Europe (2020). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion Volume with new descriptors. Council of Europe.
Crocco, F. (2016). The RPG classroom: How role-playing games have influenced the gamification of education. In Byers, A. & Crocco, F. (Eds.), The role-playing society: essays on the cultural influence of RPGs. McFarland & Company.
Darasawang, P. (2007). English language teaching and education in Thailand: A decade of change. In D. Prescott (Ed.), English in Southeast Asia: Varieties, literacies and literatures (pp. 187–204). Cambridge Scholars Publishing.
Dehganzadeh, H., & Dehganzadeh, H. (2020). Investigating effects of digital gamification-based language learning: A systematic review. Journal of English Language Teaching and Learning, 12(25), 53–93.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining gamification. Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, 9–15. ACM. https://doi.org/10.1145/2181037.2181040
Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge.
Fithriani, R. (2021). The utilization of mobile-assisted gamification for vocabulary learning: Its efficacy and perceived benefits. Computer-Assisted Language Learning Electronic Journal, 22(3), 146–163. https://callej.org/index.php/journal/article/view/357
Gee, J. P., & Hayes, E. (2012). Nurturing affinity spaces and game-based learning. In Gee, J. P., & Hayes, E. (Eds), Games, learning, and society: Learning and meaning in the digital age (pp. 129–153). Cambridge University Press.
Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152–161. https://doi.org/10.1016/j.compedu.2014.08.019
Isaacs, S. (2015). The difference between gamification and game-based learning. Association for Supervision and Curriculum Development Blog. https://www.ascd.org/blogs/the-difference-between-gamification-and game-based-learning
Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. Pfeiffer.
Kohnke, L., Zhang, R., & Zou, D. (2019). Using mobile vocabulary learning App as aids to knowledge retention: Business vocabulary acquisition. The Journal of Asia TEFL, 16(2), 683–690.
Lee, J. J., & Hammer, J. (2011). Gamification in education: What, how, why bother? Academic Exchange Quarterly, 15(2), 146.
Li, K., Peterson, M., & Wang, Q. (2022). Out-of-school language learning through digital gaming: A case study from an activity theory perspective. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2022.2067181
Luo, J. (2024). Validating the impact of gamified technology-enhanced learning environments on motivation and academic performance: Enhancing TELEs with digital badges. Frontiers in Education, 9, Article 1429452. https://doi.org/10.3389/feduc.2024.1429452
Mishra, P., Pandey, C. M., Singh, U., Gupta, A., Sahu, C., & Keshri, A. (2019). Descriptive statistics and normality tests for statistical data. Annals of Cardiac Anaesthesia, 22(1), 67–72.
https://doi.org/10.4103/aca.ACA_157_18
Nilubol, K. & Sitthitikul, P. (2023). Gamification: Trends and opportunities in language teaching and learning practices. PASAA Journal, 67, 378–400.
Office of the Education Council. (2017). National education plan B.E. 2560 - 2579. Office of the Education Council.
Ryan, R.M., & Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well being. American Psychologist, 55, 68–78.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Self-Determination Theory. (n.d.). Intrinsic Motivation Inventory (IMI). https://selfdeterminationtheory.org/intrinsic-motivation-inventory/
Shortt, M., Tilak, S., Kuznetcova, I., Martens, B., & Akinkuolie, B. (2023). Gamification in mobile-assisted language learning: A systematic review of Duolingo literature from public release of 2012 to early 2020. Computer Assisted Language Learning, 36(3), 517–554. https://doi.org/10.1080/09588221.2021.1933540
Sundqvist, P. (2019). Commercial-off-the-shelf games in the digital wild and L2 learner vocabulary. Language Learning & Technology, 23(1), 87–113. https://doi.org/10125/44674
Teng, B., & Sinwongsuwat, K. (2015). Improving English conversation skill through explicit CA-informed instruction: A study of Thai university students. PASAA Paritat Journal, 30(15), 65-104.
Waluyo, B. & Bucol, J. L. (2021). The impact of gamified vocabulary learning using Quizlet on low-proficiency students. Computer-Assisted Language Learning Electronic Journal (CALL-EJ), 22(1), 158-179.
Zou, D., Huang, Y., & Xie, H. (2019). Digital game-based vocabulary: Where are we and where are we going? Computer Assisted Language Learning, 34(5-6), 751-777. https://doi.org/10.1080/09588221.2019.1640745
