Gamified Learning: Are Vietnamese EFL Learners Ready Yet?

Authors

  • Huyen Thi Thanh Phuong FPT University, Vietnam

DOI:

https://doi.org/10.3991/ijet.v15i24.16667

Keywords:

EFL pedagogy, gamification, gamified learning, EFL earners’ perspectives

Abstract


Given the strong empirical evidence in the field of education that confirms the relationship between the application of game elements and increased learning motivation, gamification has recently become a concept that starts drawing attention in the field of English language teaching (ELT). However, the topic of gamification is still under-presented in ELT research, especially in English as a foreign language (EFL) contexts. The current research ex-plores the extent to which Vietnamese EFL learners are familiar to online gamification tools and their attitudes toward online-based gamified learn-ing. The study draws on data collected from survey questionnaires and fo-cus group interviews. Participants involved 147 students who participated in the survey; 12 volunteers among the surveyed students joined focus group interviews. The findings indicate that gamification has started taking a certain role in English learning both within and beyond classrooms. Also, students’ attitudes towards gamified learning are positive. Pedagogical im-plications regarding the application of gamified learning in improving the efficacy of English education in Vietnam and similar EFL contexts are also discussed.

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Published

2020-12-22

How to Cite

Phuong, H. T. T. (2020). Gamified Learning: Are Vietnamese EFL Learners Ready Yet?. International Journal of Emerging Technologies in Learning (iJET), 15(24), pp. 242–251. https://doi.org/10.3991/ijet.v15i24.16667

Issue

Vol. 15 No. 24 (2020)

Section

Short Papers

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