Gamified-flipped English classes and L2 learners’ achievement and perceptions

Abstract

ABSTRACT This study aimed to investigate the benefits of incorporating gamification within a flipped English classroom to evaluate the resulting synergies on language learners’ overall L2 achievement (grammar, vocabulary, and reading comprehension) and their perceptions of this didactic approach. A total of 327 lower-intermediate L2 learners were assigned into three groups: gamified-flipped class (GFC), flipped, and control. All participants engaged in numerous L2 activities during the intervention, but the gamified-flipped and flipped groups accessed them via the Moodle learning management system before each session. The gamification plug-in was activated just for the gamified-flipped group members. An explanatory mixed research method was employed using pre-and post-tests of English, a Learning Experience Questionnaire (LEQ), and a written self-report survey. The results revealed that the gamified-flipped intervention significantly enhanced language learners’ L2 achievement across all three components. Moreover, learners perceived this class as fun, traceable, collaborative, and engaging though needed an excessive workload. These findings highlight the potential of using a gamified, free learning management system to improve language acquisition. They also emphasize the importance of considering students' workloads and individual differences when implementing gamification strategies.