EXPLORING THE IMPACT OF GAMIFIED VOCABULARY LEARNING THROUGH MALL IN COMPARISON WITH TRADITIONAL FLASHCARDS

Abstract

This research aims to assess the effectiveness of using a gamified learning approach employing the mobile-assisted learning application (MALL) – WordTag, as a medium of learning new vocabulary words compared to traditional paper-based flashcards among upper primary-level, EFL learners. Based on the Cognitive Theory of Multimedia Learning (CTML) and Self-efficacy Theory, the study aims to examine the impact of gamified learning on students’ motivational and engagement levels, as well as on their vocabulary learning achievement. A mixed-method study employing a questionnaire with quantitative and qualitative components was administered before and after the gamified activity with 40 Year-6 students. The findings confirmed that MALL gamified learning positively affected students’ motivation as compared to the sample’s prior experiences of learning vocabulary using traditional instruction methods. Also, the results showed that the students showed a higher level of engagement in vocabulary learning tasks, tended to retain the learnt words longer and were more motivated to learn the new and challenging words while using the MALL app. These results imply that if designed appropriately, the MALL application is a more efficacious source of vocabulary learning than traditional methods, i.e., word lists and paper flashcards, which present some important implications for educators and MALL application designers within the EFL education field.