Perceptions of Non-English Major College Students on Learning English Vocabulary with Gamified Apps

Yang Fu,Yang Chen,Luying Zhang,Shuang Zhao

doi:10.3991/ijet.v16i18.24125

Abstract

As gamified English vocabulary learning Apps are increasingly popular among Chinese English learners, this study explores how non-English major college students, who may lack initiatives in foreign language learning, perceive those Apps. Following a qualitative approach, this study analyzed interview data from fifty-three students who have used gamified English vocabulary learning Apps in latest 12 months. The major findings of this study include: (1) the preferred game settings included challenge, team, leaderboard, competition, coins, and badges; (2) students perceived the motivation activation effects of the apps by receiving instant feedback, enjoyment, and sense of achievement, and inactivation effects considering the attention distraction, additional competitive pressure, and imperfect words matching; and (3) students believed that the apps helped to form vocabulary learning habits because of its convenience, rewarding mechanism, and group setting, while others did not because they had fixed learning routines. Then, this study explained and discussed the findings considering factors from or related to both the gamified Apps and students. This study explored the potential of the popular vocabulary learning Apps in enhancing students’ English learning motivation and learning habits and extended the scopes of research on gamification in foreign language education.

Highlights

Vocabulary learning is quite crucial for second language learners and requires frequent and continuous input [1]
English vocabulary learning Apps with game features have become increasingly popular among Chinese college students
Through an exploration of Chinese non-English major college students’ perceptions of using gamified English vocabulary learning apps, this study provides both academic and practical implications

Summary

Introduction

Vocabulary learning is quite crucial for second language learners and requires frequent and continuous input [1]. Some students may suffer from academic pressure with their professional curriculum and leave limited time for English. They may lack learning initiatives because English course grades are not calculated into their grade point average (GPA) in college. English vocabulary learning Apps with game features have become increasingly popular among Chinese college students. With appropriately selected and designed game elements, such as points, badges, levels, leaderboards, prizes, progress bars, storyline, and feedback [9]-[11], gamification affected students’ motivation in the learning process and improved their learning performances [12]-[15]

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Discussion

Conclusion