Examining Korean EFL learners’ reactions using audience response systems in vocabulary learning

Abstract

Developing technology provides more learning opportunities than ever before to support a game training environment for language education. It can enhance language experience for learners in constructing knowledge to acquire language through gamified audience response systems. Considering vocabulary is a critical component of English language learning, it is vital to find effective ways of incorporating technology into learning. More importantly, understanding language learners’ reactions are a crucial factor for positive learning effects as they lead to effective teaching strategies. Thus, this study examined 244 Korean EFL university learners’ reactions towards three gamified response programs―Socrative, Kahoot, and Quizlet―in vocabulary learning. Participants joined eight game activities, consisting of five activities for individual play and three for group play. This study also introduced how an instructor can create game activities and how language learners interact through three audio response systems (ARS) with free-to-play web browser games. The results showed that most participants responded positively to using gamified ARS programs, and the participants who were of a higher English level preferred to use game learning slightly more. In addition, all participants showed different attitudes for their preferred ARS program and the game activities for both individual and group play.