Gamified EFL learning: Utilizing 4 Pics 1 Word Application in Vocabulary Class

Devika Adelita, Rahmah Fithriani

Abstract


Mobile devices are widely utilized today in language classrooms across the globe, and experts have studied this phenomenon. This study examines the use of mobile devices and the 4 Pics 1 Word application (app) to support English language learning. This study seeks to investigate students’ perceptions of 4 Pics 1 Word app utilized in vocabulary class, specifically in terms of its benefits. Using a qualitative case study design, 40 EFL students attending a junior high school in Medan participated in this study. The data were collected through questionnaires containing ten statements in which the answer options are strongly agreed, agreed, neutral, disagreed, and strongly disagree; and semi-structured interview, which was done with five students who voluntarily participated. The findings indicate that students viewed the use of 4 Pics 1 Word in vocabulary class positively. It is believed that the application is efficient and well-designed, with an exciting and enjoyable learning environment. Enhanced learning motivation and interest, increased vocabulary mastery, and a more active and enjoyable learning process are among the benefits mentioned by the students.


Full Text:

PDF

References


Abrams, S. S., & Walsh, S. (2014). Gamified Vocabulary. Journal of Adolescent & Adult Literacy, 58(1), 49–58. https://doi.org/10.1002/jaal.315

Afzal, H., Ali, I., Aslam Khan, M., & Hamid, K. (2010). A study of university students’ motivation and its relationship with their academic performance. Available at SSRN 2899435.

Agrawal, S. (2022). Computer and ICT in Education. (n.p.): Blue Rose Publishers.

Akdogan, E. (2017). Developing Vocabulary in Game Activities and Game Materials. Online Submission, 7(1), 31-66.

Andreani, W., & Ying, Y. (2019). "PowPow" Interactive Game in Supporting English Vocabulary Learning for Elementary Students. Procedia Computer Science 157. Elsevier B.V.

Aprilani, D. N. (2021). Students' Perception in Learning English Vocabulary through Quizlet. Journal of English Teaching, 7(3), 343-353.

Bal, M. (2019). Use of digital games in writing education: An action research on gamification. Contemporary Educational Technology, 10(3), 246–271. https://doi.org/10.30935/cet.590005

Bangsawan, I. P. R. (2020). From Communicative Language Teaching to Improve Vocabulary Achievement: A Collection of Writings. Yayasan Institut Studi Ekonomi dan Kewirausahaan

Barani, G., Mazandarani, O., & Rezaie, S. H. S. (2010). The Effect of Application of Picture into Picture Audio-Visual Aids on Vocabulary Learning of Young Iranian ELF Learners. Procedia Social and Behavioral Sciences 2. Elsevier Ltd. doi:10.1016/j.sbspro.2010.03.874

Bashori, M., van Hout, R., Strik, H., & Cucchiarini, C. (2021). Effects of ASR-based websites on EFL learners’ vocabulary, speaking anxiety, and language enjoyment. System 99. https://doi.org/10.1016/j.system.2021.102496

Bicen, H., & Kocakoyun, S. (2018). Perceptions of students for gamification approach: Kahoot as a case study. International Journal of Emerging Technologies in Learning, 13(2), 72–93. https://doi.org/10.3991/ijet.v13i02.7467

Boyinbode, O. (2018). Development of a gamification based English vocabulary mobile learning system. International Journal of Computer Science and Mobile Computing, 7(8), 183-191.

Buckley, P., & Doyle, E. (2016) Gamification and student motivation, Interactive Learning Environments, 24:6, 1162-1175, DOI: 10.1080/10494820.2014.964263

Cena, E. N. (2019). Four Pics One Word-a Remedy to Increase the Science Vocabulary of Grade VI Pupils. Ascendens Asia Journal of Multidisciplinary Research Abstracts, 3(2D).

Creswell, J.W., & Creswell, J.D. (2017). Research Design, Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications.

Creswell, J.W., & Poth, C.N. (2016). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. SAGE Publications.

Dalmina, L., Barbosa, J. L. V., & Vianna, H. D. (2019) A systematic mapping study of gamification models oriented to motivational characteristics, Behaviour & Information Technology, 38:11, 1167-1184, DOI: 10.1080/0144929X.2019.1576768

Daniel, A. (2010). Perception Gaps between Headquarters and Subsidiary Managers: Differing Perspectives on Subsidiary Roles and Their Implications, Wiesbaden: Gabler.

Dehghanzadeh, H., Fardanesh, H., Hatami, J., Talaee, E., & Noroozi, O. (2021). Using gamification to support learning English as a second language: a systematic review. Computer Assisted Language Learning. Routledge. https://doi.org/10.1080/09588221.2019.1648298

Dindar, M., Ren, L., & Järvenoja, H. (2021). An experimental study on the effects of gamified cooperation and competition on English vocabulary learning. British Journal of Educational Technology, 52(1), 142-159.

Estacioa, R. D. (2017). The use of modified frayer model in developing science vocabulary of senior high school students. New Trends and Issues Proceedings on Humanities and Social Sciences, 4(1), 36-42.

Farman, F., Chairuddin, C., & Marniati, M. (2021). Interest in Gamification Learning Based on Student Learning Styles. JME (Journal of Mathematics Education), 6(2), 87–93. Retrieved from http://www.usnsj.com/index.php/JME/article/view/1586.

Fithriani, R. (2021). The utilization of mobile-assisted gamification for vocabulary learning: Its efficacy and perceived benefits. Computer Assisted Language Learning Electronic Journal (CALL-EJ), 22(3), 146-163. http://callej.org/journal/22-3/Fithriani2021.pdf

Fithriani, R., & Alharbi, M. A. (2021). The adoption of Edmodo in a hybrid EFL writing class: What do Indonesian students and lecturers say? Asian EFL Journal, 28(2.3), 38-60.

Filippou, J., Cheong, C., & Cheong, F. (2018). A model to investigate preference for use of gamification in a learning activity. Australasian Journal of Information Systems, 22. https://doi.org/10.3127/ajis.v22i0.1397.

Fu, Y., Zhang, L., Zhao, S., & Chen, Y. (2021). Perceptions of Non-English Major College Students on Learning English Vocabulary with Gamified Apps. International Journal of Emerging Technologies in Learning (iJET), 16(18), 268-276.

Golshan, N., & Tafazoli, D. (2014). Technology-Enhanced Language Learning Toold in Iranian EFL Context: Frequencies, Attitudes and Challenges. Procedia Social and Behavioral Sciences 136, 114-118

Grangeia, T.A.G., et.al (2019). LearnþFun! Social Media and Gamification sum up to Foster a Community of Practice during an Emergency Medicine Rotation. Health Professions Education 5. 321–335

Hamzah, W. M. A. F. W., Ali, N. H., Saman, M. Y. M., Yusoff, M. H., & Yacob, A. (2015). Influence of gamification on students’ motivation in using E-learning applications based on the motivational design model. International Journal of Emerging Technologies in Learning, 10(2), 30–34. https://doi.org/10.3991/ijet.v10i1.4355.

Illanas, A. I., Gallego, F., Satorre, R., & Llorens, F. (2008). Conceptual mini-games for learning. In International Technology, Education and Development Conference (INTED).

Ilter, B.G. (2015). How Does Technology Affect Language Learning Process at an Early Age? Procedia Social and Behavioral Sciences 199, 311-316

Kalogiannakis, M., Papadakis, S., & Zourmpakis, A.-I. (2021). Gamification in Science Education. A Systematic Review of the Literature

Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. The Internet and higher education, 8(1), 13-24.

Kızıl, A.S., & Savran, Z. (2018). Assessing self-regulated learning: The case of vocabulary learning through information and communication technologies. Computer Assisted Language Learning. DOI: 10.1080/09588221.2018.1428201

Klimova, B. (2017). Evaluating Impact of Mobile Applications on EFL University Learners’ Vocabulary Learning – A Review Study. Procedia Computer Science 184. Elsevier B.V

Klimova, B., & Polakova, P. (2020). Students’ perceptions of an EFL vocabulary learning mobile application. Education Sciences, 10(2), 37.

Korkealehto, K., & Siklander, P. (2018, June). Enhancing engagement, enjoyment and learning experiences through gamification on an English course for health care students. In Seminar. net (Vol. 14, No. 1, pp. 13-30).

LIN, A. T. W. (2018). Improving the Academic Vocabulary of Tertiary Learners Through Direct Vocabulary Instruction with Gamification. Journal of Chemical Information and Modeling, 259

Lincoln, Y. S., Denzin, N. K. (2008). The Landscape of Qualitative Research. India: Sage Publications.

Llerena Medina, E. G., & Hurtado, C. P. R. (2017). Kahoot! A Digital Tool for Learning Vocabulary in a language classroom. Revista (Vol. 4, pp. 441–449).

Llorens-Largo, F., Gallego-Durán, F. J., Villagrá-Arnedo, C. J., Compañ-Rosique, P., Satorre-Cuerda, R., & Molina-Carmona, R. (2016). Gamification of the learning process: lessons learned. IEEE Revista Iberoamericana de tecnologías del aprendizaje, 11(4), 227-234.

Micallef, N., & Arachchilage, N. A. G. (2017). Changing Users' Security Behaviour Towards Security Questions: A Game Based Learning Approach. Military Communications and Information Systems Conference (MilCIS) (pp. 1-6). IEEE.

Mustiarini, A. T. (2021, January). Investigation of gamification in learning vocabulary. In Bogor English Student and Teacher (BEST) Conference (Vol. 2, pp. 21-25).

Murillo-Zamorano, L. R., López Sánchez, J. Á., Godoy-Caballero, A. L., & Bueno Muñoz, C. (2021). Gamification and active learning in higher education: is it possible to match digital society, academia and students’ interests? International Journal of Educational Technology in Higher Education, 18(1). https://doi.org/10.1186/s41239-021-00249-y

Ndlovu, T. N., & Mhlongo, S. (2020). An investigation into the effects of gamification on students’ situational interest in a learning environment. In 2020 IEEE Global Engineering Education Conference (EDUCON) (pp. 1187-1192). IEEE.

Ndudi, O. C., & Chinedu, E. U. (2016). Effect of Information and Communication Technology (ICT) on students’ interest in basic electricity. Issues in Scientific Research.

Neergaard, H., & Ulhoi, J.P. (2007). Handbook of Qualitative Research Methods in Entrepreneurship. United Kingdom: Edward Elgar.

Nemati, A., & Maleki, E. (2014). The Effect of Teaching Vocabulary through the Diglot –Weave Technique on Vocabulary Learning of Iranian High School Students. Procedia - Social and Behavioral Sciences 98. Elsevier Ltd

Rawendy, D., Ying, Y., Arifin., Y, & Rosalin, K. (2017). Design and Development Game Chinese Language Learning with Gamification and Using Mnemonic Method. Procedia Computer Science 116, 61-67

Rivera, E. S., & Garden, C.L.P. (2021): Gamification for Student Engagement: a Framework, Journal of Further and Higher Education, DOI: 10.1080/0309877X.2021.1875201. Taylor & Francis

Rogayan JR, D.V., & Bautista, J.R. (2019). Filipino students’ preferred motivational strategies in science: A cross-sectional survey. Indonesian Research Journal in Education| IRJE|, 358-372

Saldaña, J. (2012). The coding manual for qualitative researchers. Sage.

Seixas, L. R., Gomes, A. S., & Filho, I. J. M (2016). Effectiveness of gamification in the engagement of students. Computers in Human Behavior, 58, 48-63

Silva, J. B., Sales, G. L., & de Castro, J. B. (2019). Gamification as an active learning strategy in the Physics education. Revista Brasileira de Ensino de Fisica, 41(4). https://doi.org/10.1590/1806-9126-RBEF-2018-0309

Sotos-Martínez, V. J., Ferriz-Valero, A.,0 García-Martínez, S., & Tortosa-Martínez, J. (2022) The effects of gamification on the motivation and basic psychological needs of secondary school physical education students, Physical Education and Sport Pedagogy, DOI: 10.1080/17408989.2022.2039611

Stieglitzm S., et.al. (2016). Gamification: Using Game Elements in Serious Contexts. Springer International Publishing

Sung, H. Y., Siraj-Blatchford, J., & Kucirkova, N. (2020). Your guide to outstanding early childhood practice in ICT (2nd ed.). London: Andrews UK Limited.

Tan, Y. L. L. (2018). Meaningful gamification and students’ motivation: A strategy for scaffolding reading material. Online Learning Journal, 22(2), 141–156. https://doi.org/10.24059/olj.v22i2.1167

Winters, D. C., & Cheesman, E. A. (2013). Mobile instructional and assistive technology for literacy. Perspectives on Language and Literacy, 39(4), 42-46.

Wirani, Y, Nabarian, T, & Romadhon, M.S. (2022). Evaluation of continued use on Kahoot! as a gamification-based learning platform from the perspective of Indonesia students, Procedia Computer Science, Vol. 197.




DOI: http://dx.doi.org/10.30870/jels.v8i1.18266

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Journal of English Language Studies

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Creative Commons License
Journal of English Language Studies is licensed under a Creative Commons Attribution 4.0 International License.

Copyright @ 2024 Journal of English Language Studies.