Exploring the effects of different gamified learning conditions on L2 learners’ vocabulary acquisition using Quizlet

Abstract

Digital technology has revolutionized second language (L2) vocabulary learning, with gamified applications like Quizlet leading the charge. The emerging gamified language learning applications create greater creativity and innovation for language learning by virtue of their rich functionality and flexible usability. As an expeditiously growing application, Quizlet has attracted significant attention from L2 teachers. Extant research has demonstrated the positive influence of using Quizlet for English vocabulary acquisition. However, fewer studies have directly compared the effects of different gamified learning conditions on students’ learning outcomes. Therefore, this study examines L2 vocabulary learning through Quizlet outside the classroom by looking further into how different gamified learning conditions influence learners’ vocabulary learning outcomes. Sixty Japanese native speakers who study English as a Foreign Language (EFL) participated in the study and were randomly assigned to three gamified learning environments: competitive, cooperative, and self-regulated learning. A pretest-posttest design was applied to this study. The preliminary findings show that all three groups achieved higher scores in the post-test compared to their performance in the pre-test. Additionally, a statistically significant difference in vocabulary learning outcomes was found between the cooperation and the competition groups, as well as between the cooperation and the self-regulation groups. The findings of this study intend to contribute to the field of language education by shedding light on the impact of various gamified learning environments. By making vocabulary learning more engaging and effective, the study will contribute to the body of knowledge by providing evidence-based recommendations for the design of gamified learning experiences that can be integrated into language curricula.