Using gamification in EFL vocabulary learning and learners’ attitudes toward gamification use

References

Abu El-Magd, M (2017). Guided discovery-based gamified tasks for improving primary pupils' grammar learning. CDELT Occasional Papers in the Development of English Education. 63 (1), 151-190.  DOI: 10.21608/opde.2017.87710

Abdel Samad ,  A. (2018).The effect of interaction between the pattern of available chance & the response time in drill and practice programs based on gamification on acquisition of mental arithmetic skills for primary school pupils and reduction of their cognitive load.  Educational Technology: Research and Studies Series. 28 (4, part4), 3-121. DOI: 10.21608/tesr.2018.124657

Abuzeid, A. (2019). Efficacy of gamification to increase the scientific concepts acquisition in science learning and creative problem solving skills for second preparatory grade students. The Egyptian Journal for Scientific Education. V22 (3), 93-132. DOI: 10.21608/mktm.2019.113847

Afzal, N. (2019). A study on vocabulary-learning problems encountered by English majors at the university level of education. Arab World English Journal, 10 (3)81-98. DOI: https://dx.doi.org/10.24093/awej/vol10no3.6

Bal, S. (2018) Using Quizizz.com to enhance pre-intermediate students’ vocabulary knowledge. International Journal of Language Academy, 6(3), 295-303

Bawa, P. (2019). Using Kahoot to Inspire. Journal of Educational Technology Systems, 47(3), 373–390. https://doi.org/10.1177/0047239518804173

British Council (2017). Aptis practice tests.  Retrieved  from: http://www.usf.edu.lb/files/usf_files_20190829052517.pdf

Bury, B. (2017). Testing goes mobile – web 2 0 formative assessment tools.Conference proceedings. ICT for Language Learning (10^th Ed.), 87-91.

Calvo-Ferrer, J. (2017). Educational games as stand-alone learning tools and their motivational effect on L2 vocabulary acquisition and perceived learning gains. British Journal of Educational Technology, 48(2), 264-278. https://doi.org/10.1111/bjet.12387

Chaiyo, Y. & Nokham, R. (2017). The effect of Kahoot, Quizizz and Google Forms on the student's perception in the classroom response system. 2017 International Conference on Digital Arts, Media and Technology (ICDAMT). 178-182.

Combi, Ch. (2015). Generation Z: Their Voices, Their Lives. London: Hutchinson. OCLC 910606762.

Daller, H., Van Hout, R., & Treffers-D Aller, J. (2003). Lexical richness in the spontaneous speech of bilinguals. Applied Linguistics, 24(2), 197-222. https://doi.org/10.1093/applin/24.2.197

Daller , M. & Xue, H.  (2009). Vocabulary knowledge and academic success: A study of Chinese students in UK higher education. In Richards B., Daller M.H., Malvern D, Meara P., Milton, J. and Treffers- Daller, J. (eds.) . Vocabulary studies in first and second language acquisition: The interface between theory and application.  Palgrave. (179 - 193). Doi: 10.1057/9780230242258_11

Dani, V. (2019). 8 Trends in education technology that will have a major impact. Kitaboo.com, Retrieved  from https://kitaboo.com/trends-in-education-technology/

Dehghanzadeh, H. ,  Fardanesh, H.,  Hatami, J., Talaee, E. & Noroozi, O. (2019). Using gamification to support learning English as a second language: A systematic review, Computer Assisted Language Learning, DOI: 10.1080/09588221.2019.1648298

Elttayef, A. & Hussein, N.  (2017). Arab learners’ problems in learning English language: A teacher perspective. Journal of Literature, Languages and Linguistics, 40, 1-6

Girardelli, D., Barroero, P., & Gu, T. (2016, June). Gamifying impromptu speech for ESL/EFL Students. In Second International Conference on Higher Education Advances, 18-25.

Huang, B., & Hew, K. (2018). Implementing a theory-driven gamification model in higher education flipped courses: Effects on out-of-class activity completion and quality of artifacts. Computers & Education, 125, 254–272, Doi:10.1016/j.compedu.2018.06. 018

Hung, H.-C., Young, S. S.-C., & Lin, C.-P. (2015). No student left behind: a collaborative and competitive game-based learning environment to reduce the achievement gap of EFL students in Taiwan. Technology, Pedagogy and Education, 24(1), 35-49. doi:10.1080/1475939X.2013.822412

Hussein, A. & El-Mahlawi, N.  (2019) The Impact of difference in two elements of design (badges / leader boards) in e-learning environment based on gamification to develop the analytical reading skills and deep learning of the fifth primary grade students.  Journal of Scientific Research in Education, Ain Shams University, Women's College of Arts, Science and Education. 7 (20), 199 – 273. Retrieved from: http://search.mandumah.com/Record/980297

Kapp, K. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. San Francisco, CA: Pfeiffer.

Karakoç, D., & Köse, G. (2017).The impact of vocabulary knowledge on reading, writing and proficiency scores of EFL learners. Journal of Language and Linguistic Studies, 13(1), 352-378. Retrieved from: http://jlls.org/index.php/jlls/article/view/603

Kapp, K.  (2017). Gamification designs for instruction. In Reigeluth, C. (Ed.), Beatty,   B. (Ed.), Myers, R. (Ed.). Instructional-design theories and models, Volume IV. New York: Routledge, 351-384, https://doi.org/10.4324/9781315795478

Lewis, M. (1993). The lexical approach: The state of ELT and a way forward. Hove, UK:

Mahmoud, I. (2018). Individual and collective competition in gamification and its effect on developing achievement and motivation towards learning among educational technology students.  Educational Technology. 28(1), 107-199. DOI: 10.21608/tesr.2018.71300

Matsumoto, T. (2016). The flipped classroom experience of gamified. Creative Education, 7(10), 1475-1479

Medina, E.  & Hurtado, C. (2017). Kahoot! A Digital Tool for Learning Vocabulary in a language classroom. Revista Publicando, 4.12(1), 441–449

 Nahmod, D. (2017). Vocabulary gamification vs traditional learning instruction in an inclusive high school classroom (Order No. 10621488). Available from ProQuest Dissertations & Theses Global. (1933396264). MA dissertation.New Jersy: Rewan University. Retrieved from https://search.proquest.com/docview/1933396264?accountid=178282

Nation, I. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.

Nguyen, T. & Khuat, T. (2003). The effectiveness of learning vocabulary through games, Asian EFL Journal, 5(4). Retrieved from http://www.asian-efl-journal.com/dec_03_sub.Vn.php

Pede, J. (2017).The effects of the online game Kahoot on science vocabulary acquisition. Theses and Dissertations. 2405. Retrieved from: https://rdw.rowan.edu/etd/2405

Permana, P  . & Permatawati, I.  (2020). Using Quizizz as a Formative Assessment Tool in German Classrooms. Advances in Social Science, Education and Humanities Research, volume 424 3rd International Conference on Language, Literature, Culture, and Education (ICOLLITE 2019). Atlantis Press SARL. https://doi.org/10.1016/j.compedu.2019.02.015

Prensky, M. (2001). Digital Natives, Digital Immigrant, Part II: Do they really thing differently? On the Horizon, 9 (6), 1-9.

Qian, D. (2002). Investigating the relationship between vocabulary knowledge and academic reading performance: An assessment perspective. Language Learning, 52(3), 513-536.

Richards, J. ,& Rodgers, T. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge: Cambridge University Press.

Rahayu, I. & Purnawarman, P. (2019). The Use of Quizizz in Improving Students’ Grammar Understanding through Self-Assessment. Advances in Social Science, Education and Humanities Research, 254 (Conaplin 2018), 102–106. https://doi.org/10.2991/conaplin18.2019.235

Read, J. (2000). Assessing vocabulary. Cambridge: Cambridge University Press.

Reinhardt, J. (2019). Gameful second and foreign language learning: Theory research & practice. New York: Palgrave

Retherford, T.  (2020). The effects of gamification on English language learners’ motivation and vocabulary growth (Order No. 27993175). USA: ProQuest Dissertations & Theses Global. (2436390567). Retrieved from https://search.proquest.com/docview/2436390567?accountid=178282

Sailer, M., Hense, J.,Mandl, H.,Klevers, M. (2013). Psychological Perspectives on Motivation through Gamification. Interaction Design and Architecture(s) Journal, N.19, 28-37 https://core.ac.uk/download/pdf/26951671.pdf

Schmitt, N. (2007). Current Perspectives on Vocabulary Teaching and Learning. In J. Cummins & C. Davison (Eds.), International Handbook of English Language Teaching (827-841). Boston, MA: Springer US.

Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. New York: Palgrave Macmillan.

Smith, G. G., Li, M., Drobisz, J., Park, H.-R., & Kim, D. (2013). Play games or study? Computer games in eBooks to learn English vocabulary. Computers & Education, 69, 274-286

Stockwell G. (2013). Technology and Motivation in English-Language Teaching and Learning. In: Ushioda E. (eds) International Perspectives on Motivation. International Perspectives on English Language Teaching. Palgrave Macmillan, London. (pp 156-175). Available at:  https://doi.org/10.1057/9781137000873_9

Sun, J., & Hsieh, P. (2018). Application of a gamified interactive response system to enhance the intrinsic and extrinsic motivation, student engagement, and attention of English learners. Educational Technology & Society, 21(3), 104-116.

Wang, A. , & Tahir, R. (2020). The effect of using Kahoot! for learning – A literature review. Computers & Education, 149, 103818.  Doi: https://doi.org/10.1016/j.compedu.2020.103818

Wu, T.-T., & Huang, Y.-M. (2017). A mobile game-based English vocabulary practice

             system based on portfolio analysis. Journal of Educational Technology & Society, 20(2), 265–277.

Xi, N., & Hamari, J. (2019). Does gamification satisfy needs? A study on the relationship between gamification features and intrinsic need satisfaction. International Journal of Information Management, 46, 210-221. https://doi.org/10.1016/j.ijinfomgt.2018.12.002

Yanes, N. & Bououd, I. (2019).Using gamification and serious games for English language learning.  International Conference on Computer and Information Sciences (ICCIS), Sakaka, Saudi Arabia, 2019, pp. 1-6, DOI: 10.1109/ICCISci.2019.8716451.

Yip, F. & Kwan, A. (2006) Online vocabulary games as a tool for teaching and learning English vocabulary, Educational Media International, 43:3, 233-249,                                                    DOI: 10.1080/09523980600641445

Zarzycka-Piskorz, E. (2016). Kahoot it or not? Can games be motivating in learning grammar? Teaching English with Technology, 16(3), 17–36.

Zhang, D. (2012). Vocabulary and grammar knowledge in second language reading comprehension: A structural equation modeling study. The Modern Language Journal, 96(4), 558-575.

Zhang, R. & Zou, D. (2020). Types, purposes, and effectiveness of state-of-the-art technologies for second and foreign language learning, Computer Assisted Language Learning, DOI: 10.1080/09588221.2020.1744666

Zhou, Y., & Wei, M. (2018). Strategies in technology-enhanced language learning. Studies in Second Language Learning and Teaching, 8 (2 Special Issue), 471–495. https://doi.org/10.14746/ssllt.2018.8.2.13

Zou, D., Huang, Y.  & Xie, H. (2019): Digital game-based vocabulary learning: where are we and where are we going? Computer Assisted Language Learning,                                                   DOI: 10.1080/09588221.2019.1640745