Utilizing Gamification “Duolingo” to Enhance Motivation in Learning English Vocabulary among Adults

본 연구는 자기결정성 동기 이론을 바탕으로 지각된 자율성, 지각된 유능감, 지각된 관계성(또래 영향)이 영어 어휘 학습 동기 및 어휘 지식에 미치는 영향을 고찰하였다. 서울시 소재 여자고등학교 재학생(N = 160)을 대상으로 수용적ㆍ산출적 영어 어휘 지식을 평가하고 영어 어휘 학습 동기 및 동기의 선행요인에 대한 설문조사를 실시하 였다. 중다회귀 분석 결과, 첫째, 어휘 학습 동기는 수용적 어휘 지식과 산출적 어휘 지식을 유의미하게 예측하는 것으로 나타났다. 수용적 지식에 대해서는 외부적 조절이 정적으로, 부과된 조절과 무동기가 부적으로 영향을 미치는 반면, 산출적 어휘 지식에 대해서는 유일하게 내재적 동기가 정적인 영향을 미쳤다. 둘째, 지각된 자율성, 지각된 유능감, 또래 영향은 한국 고등학생들의 영어 어휘 학습 동기를 유의미하게 예측하는 선행요인들로 나타났다. 지각된 자율성은 외부적 조절에 부적인 영향을 미쳤 고, 지각된 유능감은 내재적 동기와 확인된 조절에 정적으로, 부과된 조절과 무동기에는 부적으로 영향을 미쳤다. 또래 영향은 외재적 동기 유형들과 무동기를 유의미하게 예측하였다. 마지막으로 다변량 분산 분석 결과, 지각된 자율성과 지각된 유능감이 모두 높은 집단은 자율성과 유능감이 모두 낮거나 어느 한 요인이 낮은 집단에 비해 자기 결정적 동기화 수준이 높고 무동기 수준이 낮았다. 또한, 지각된 자율성과 지각된 유능감이 모두 높은 집단은 두 요인이 모두 낮은 집단에 비해 수용적 및 산출적 어휘 지식이 유의미하게 높게 나타났다. 본 연구를 바탕으로, 한국 고등학생들의 영어 어휘 학습에 대한 자기 결정적 동기를 촉진하고 산출적 어휘 지식을 확장하는 데 있어, 특히 지각된 유능감을 고양해야 할 필요성이 시사되었다.The present study examines the effects of perceived autonomy, perceived competence, and peer influence on English vocabulary knowledge and learning motivation. Participants were 160 female high school students. The results of multiple regression analyses indicate that the participants’ motivation for English vocabulary learning significantly predicts their receptive and productive vocabulary knowledge. Both external regulation and introjected regulation significantly predict the receptive vocabulary knowledge, but in opposite directions. Only intrinsic motivation significantly predicts the productive vocabulary knowledge. Furthermore, perceived autonomy, perceived competence, and peer influence prove to be significant predictors of Korean high school students’ motivation for learning English vocabulary. While perceived autonomy negatively influences external regulation, perceived competence positively influences both intrinsic motivation and identified regulation. Peer influence has a significant impact on all three types of extrinsic motivation and amotivation. In addition, the results of multivariate analyses of variance showed that students with balanced high levels of perceived autonomy and perceived competence showed significantly higher levels in intrinsic motivation than their low-level counterparts. The former also outperformed the latter in both receptive and productive vocabulary knowledge. Overall, the study results suggest the need of enhancing Korean students’ perceived competence to promote their self-determining motivation for learning English vocabulary and productive vocabulary knowledge.

The purposes of this research were to (1) study twelfth grade students’ English vocabulary and reading development by applying collaborative learning management with language game of the whole group and individual (2) examine twelfth grade students’ attitudes towards collaborative learning management with language game in learning English vocabulary and reading and (3) investigate twelfth grade students’ participating behaviors in collaborative learning management with language game. The target population in this study was 40 twelfth grade students who studied English reading and summarizing in academic year 2023 at The Demonstration School of Ramkhamhaeng University. The research instruments consisted of (1) collaborative learning management with language game lesson plans (2) pre and post-test of English vocabulary and reading achievement (3) the attitudes towards collaborative learning management with language game questionnaire and (4) group behavior observation forms. The data were analyzed by utilizing mean, standard deviation, frequency, percentage, and normalized gain. The results showed that (1) twelfth grade students’ English vocabulary development by applying collaborative learning management with language game of the whole group was in medium gain ( = 0. 45) and there were 6 students obtaining high gain, 22 students obtaining medium gain and 12 students obtaining low gain; furthermore, twelfth grade students’ English reading development by applying collaborative learning management with language game of the whole group was in medium gain ( = 0. 41) and there were 3 students obtaining high gain, 25 students obtaining medium gain and 12 students obtaining low gain, (2) twelfth grade students’ attitudes towards collaborative learning management with language game in learning English vocabulary and reading were high (μ=4. 25, σ = 0. 40), and (3) twelfth grade students’ participating behaviors in collaborative learning management with language game were good over 80 percent of all students (μ=9. 62). This indicates that collaborative learning management with language game is one of the most effective teaching methods that contributes to developing learners’ vocabulary knowledge and reading competency. Moreover, it creates a fun classroom atmosphere, facilitates learners to practice critical thinking, increases their interest and enthusiasm in learning English, and supports them to have good learning behaviors.

The study aimed to investigate the effects of implementing Interactive Response System on research subjects’ English vocabulary learning achievement, their retention effects, English learning attitude. 64 fifth graders were selected and randomly grouped into the experimental group and the control group. Research data were collected through English Vocabulary Proficiency Test, English Vocabulary Achievement Test, English Vocabulary Retention Test, the English Learning Attitude Scale, and the Learning Experience Questionnaire. Data collected were quantitatively analyzed with descriptive statistics, One-Way ANCOVA, Independent-Sample t-Test, and Dependent-Sample t-Test. Research results indicate that the experimental group performed significantly better than the control group in English Vocabulary Achievement Test, English Vocabulary Retention Test, and English Learning Attitude. Besides, the data of Learning Experience Questionnaire suggest that the experimental group developed a very positive and supportive attitude toward the implementation of IRS in their English vocabulary learning. Finally, based upon the research results, some suggestions were further offered for anyone who is interested in implementing IRS into their English instruction.

Foreign Language Anxiety (FLA) is considered a central affective factor influencing English as a Foreign Language (EFL) learning. This study thus developed an online simulation game to create a virtually situated learning environment for reducing EFL primary school students’ FLA levels and improving their English vocabulary learning. A total of 110 fifth graders from four classes participated in this study. Two classes were randomly assigned to the experimental group (N = 57) using the online simulation game, and the other two classes were the control group (N = 53) using onsite instruction. Each participant was then classified as a low, moderate, or high anxiety student based on the Foreign Language Classroom Anxiety Scale (FLCAS). This study found that, compared to the onsite instruction, the online simulation game more effectively assisted the low, moderate, and high anxiety students in reducing their FLA. Situated learning in the online simulation game made a connection between English vocabulary learning and the real world explicitly and visibly, which could further promote their English vocabulary learning. In particular, the moderate and high anxiety students’ English vocabulary learning was significantly improved after the online simulation game. These results suggest that an online simulation game can create a situated learning environment that helps reduce EFL students’ FLA and subsequently facilitate their English vocabulary learning.

The need to effectively engage students in English vocabulary learning has increased among educators, given the growing interest of students in mobile technology and the integration of new strategies that enhance their motivation in the learning process. In this context, this study explores the effect of WhatsApp as a learning medium on English vocabulary acquisition among superior basic education students at an educational institution in Loja during the 2023-2024 school year. To achieve this objective, a mixed-methods approach was adopted, involving 15 superior basic education students who participated in a seven-week intervention in which vocabulary learning was facilitated through the WhatsApp application. To address the research inquiry, a pre-test and post-test were administered to assess students’ vocabulary knowledge, along with a questionnaire to examine their perceptions of the intervention. The quantitative data obtained was analyzed using descriptive statistics, while the qualitative data was examined through thematic analysis. The findings revealed a statistically significant improvement in students' vocabulary knowledge after receiving instruction via WhatsApp. Additionally, students' perceptions of this mobile application were largely positive. Consequently, this study concludes that WhatsApp has the potential to be integrated as a supplementary learning tool due to its diverse multimedia resources, which support students' vocabulary development and enhance their engagement in English learning.

Because learning English is extremely popular in non-native English speaking countries, developing modern assisted-learning schemes that facilitate effective English learning is a critical issue in English-language education. Vocabulary learning is vital within English learning because vocabulary comprises the basic building blocks of English sentences. Therefore, numerous studies have attempted to increase the efficiency and performance of learning English vocabulary. ‘The situational learning approach’ proposed that ‘context’ is an important consideration in the language learning process and can enhance learner learning interest and efficiency. Restated, meaningful vocabulary learning occurs only when the learning process is integrated with social, cultural and life contexts. With the rapid development of context-awareness techniques, the development of context-aware mobile learning systems, which can support learners in learning without constraints of time or place via mobile devices and associate learning activities with real learning environment, enables the conduct of a novel context-aware ubiquitous learning mode to enhance English vocabulary learning. Accordingly, this study proposes a personalised context-aware ubiquitous learning system (PCULS) for learning English vocabulary based on learner location as detected by wireless positioning techniques, learning time, individual English vocabulary abilities and leisure time, enabling learners to adapt their learning content to effectively support English vocabulary learning in a school environment. Experimental results indicated that the accuracy of the employed wireless positioning scheme is over 92%, which is sufficient to help learners detect their locations. Additionally, the PCULS has been successfully implemented on PDA devices in a school environment to support effective situational English vocabulary learning. Experimental result indicates that the learning performance of learners who used personalised English vocabulary learning systems with context awareness (i.e. PCULS) was superior to learners who used personalised English vocabulary learning systems without context awareness.

The vocabulary of a language is the collection of words used in that language. The vocabulary learning of English language plays an important role in learning English language. The expansion of learners vocabulary is linked to both their own efforts and the instruments used to guide learning. Better English vocabulary learning software can increase learner’s passion for studying as well as their learning efficiency. Therefore, this paper aims to explore an adaptive learning system for English vocabulary based on machine learning. At the beginning, it explains the primary modules of the English vocabulary adaptive learning system, as well as the system’s general design and database analysis. Afterwards, the paper looks up the AdaBoost algorithm, where the key parameter is conditional probability, which is primarily used to measure learners’ cognitive adaptation to English learning content. The fitness will be updated once learners finish the selection of English vocabulary learning content, which is known as training. The fitness will be changed gradually through training to push the relevant English vocabulary learning material and complete the adaptive learning system for English vocabulary based on machine learning. The experiments result show that the proposed learning system outperforms previous approaches in terms of learning efficiency, scientifically, and reliability.

Abstract: Mastering English vocabulary is essential in this competitive world. By mastering English vocabulary, students can learn English and comunicate with people. However, there are still many of the students cannot learn English Vocabulary well. They still face difficulties for example, in learning simple daily words. This situation, make students feel bored and lose their interest in learning English. Therefore, the use of learning media are needed to attract these learners attention and interest to learn English in more effective and interesting way. Besides, media can be used to learn English anywhere and anytime outside the school. Related to this research, the main purpose of this project is to make Smart Towels which can be used as an alternative self-learning medium in learning English Vocabulary. This project resulted Smart Towels consists of various themes suitable for Elementary School Students. These towels are modified from ordinary towels that is modified to make it look more interesting. These media can be used in and outside classes during learning-teaching process or spare time. By using this media, the students can be atttracted to learn and increase their ability in English vocabulary interestingly and effectively Keywords: Smart Towels ,learning, Vocabulary.

The study also connects the implementation of songs in a game to increase students' English vocabulary mastery skills. The purpose of the present study is to investigate the student’s motivation in learning English vocabulary. Mainly, the study is aimed to find out 1) elements influence students' willingness to listen to songs as a means of learning English; 2) the way the students acquire vocabulary knowledge related to students writing achievement in English subjects; and 3) teacher's opinion about the use of song using game media in the classroom. The study employs the qualitative paradigm with the type of case study at which the data were collected through observation and interviews. The participants of this study are students of class XII (11 students) in an Islamic Senior High School in Ciamis. The results show that there are elements influence students' willingness to listen to songs as a means of learning English such as facilities and infrastructure in schools and subject matter related to the media being taught. Meanwhile, the majority of 9 out of 11 students are correct in writing lyrics with good English vocabulary, with an average of 70% of the total vocabulary of the lyrics that the teacher has played. This means that the students’ vocabulary knowledge can be related to students writing achievement. The result of interview suggests that song using game media is effective in enhancing students’ English language vocabulary and writing abilities. It is to say that students' vocabulary increases after learning English with songs using games as a medium of learning.

Differences in serious game-aided and traditional English vocabulary acquisition

Elementary students of a certain public school in Indonesia had difficulties in learning English. One of the crucial problems was learning English vocabulary. In an attempt to help the students learn and improve English vocabulary, the researchers decided to use CAR to teach English vocabulary with local cultural content materials. The aim of this study was to investigate how the teaching of English vocabulary with local cultural content materials contributed to the improvement of the students’ English vocabulary mastery. The topics covered in the materials were selected based on schemata theory. Vocabulary learning process was done through several activities provided in the materials: classroom and outside vocabulary learning. The results showed that the teaching of local cultural content materials have contributed to the improvement of the Elementary students’ vocabulary mastery. The schematic knowledge found in the familiar topics has aroused the students’ interest and motivation in learning English vocabulary. Students who were more familiar with the topics could respond to the vocabulary learning better than those who were not familiar with. The vocabulary mastery was more successful only if the students participated in both classroom and outside vocabulary learning process. Keywords: Vocabulary Mastery, Vocabulary Improvement, Local Cultural Content Materials, Vocabulary Learning, Schemata

This research reports a study on students’ attitudes towards an online learning platform, Quizlet, in English vocabulary learning. Three research questions were raised, namely: 1) How are the students’ attitudes towards Quizlet in English vocabulary learning? 2) What influence do the students’ attitudes have on their English vocabulary learning using Quizlet? 3) How does Quizlet facilitate the students’ English vocabulary learning? This qualitative study used a questionnaire and an interview to investigate students’ attitudes towards Quizlet in their English vocabulary learning. Twenty students were involved in the questionnaire and six students in the interview. Three major findings are concerned with the students’ attitudes toward Quizlet; the influence of the students’ attitudes towards their English vocabulary learning using Quizlet; and how Quizlet facilitates their English vocabulary learning. Findings indicate that 1) students’ attitudes were all positive, deriving from their opinions, thoughts, feelings, and experiences towards Quizlet; 2) the positive attitudes gave encouragement to their English vocabulary learning; and 3) Quizlet facilitated the students’ English vocabulary learning through its features, namely; Card, Study, Game, and Test modes. Based on these findings, some suggestions are offered. First, for the students to pay more attention to the learning platform they use to learn, such as Quizlet. Second, for the teacher, lecturer, and Study Program Department to pay more attention to the students’ positive attitudes towards a particular learning platform and to utilize more Quizlet for learning. Third, future researchers should investigate how far Quizlet facilitates English vocabulary learning via pretest and posttest.

The popularity of mobile devices and the emergence of English vocabulary APPs have greatly enriched English learners’ vocabulary learning approaches. However, there are various vocabulary APPs in the current market, with different functional positioning and learning effects. This study takes Zhimi APP as the research object, focusing on the effect of its application in junior high school English vocabulary learning. Guided by Informal Learning Theory and Multimodal Theory, the author explores the influence of Zhimi APP on students’ English vocabulary learning by setting up experimental class and control class. English vocabulary learning based on Zhimi APP can effectively improve students’ vocabulary learning effect and help them develop good learning habits, which is worth recommending to English learners as an extracurricular auxiliary tool for vocabulary learning.

The implementation of this community service activity aims to make SMP Gudang Arang students able to understand and know English as a foreign language and provide an understanding of English Learning Methods that are useful for increasing students' interest, willingness and interest in learning English vocabulary and grammar. This service activity was carried out at the SMP Gudang Arang in September 2021, while the population consisted of 20 class VII students of SMP Gudang Arang. There are two methods of implementing this activity, namely training and mentoring. The training materials are divided into two, namely Exposure to Materials on tips to become successful English learners and Application of the Grammar Translation Method (GTM) in English while Mentoring is assisting teachers in implementing the GTM method so that students are interested in learning English. The results of this training showed that most of the students who were involved in English vocabulary and grammar training activities experienced an increase in their ability and motivation to learn English. In addition, an increase in students' motivation and interest in learning was also seen during this training activity. This is indicated by their active involvement in every learning activity and their enthusiasm in carrying out each task given. In mentoring in learning English vocabulary and grammar there are some students who have good English skills. Some of these students can pronounce English vocabulary and English grammar with correct pronunciation, students also tend to be active, students' English learning outcomes are also quite good

With the development of mobile technology, the intellectualization and intellectualization of mobile learning technology have greatly expanded the dimension of time and space of learning, and become a useful supplement to the traditional teaching mode. Taking College English vocabulary teaching as an example, this paper studies college English vocabulary teaching under the support of mobile technology, in order to provide new ways and methods to meet the individual learning needs of different learners. This paper designs College English vocabulary teaching based on mobile technology and puts forward a basic framework of mobile learning for college students’ English vocabulary learning. In this paper, English vocabulary technology is applied to college English vocabulary teaching. Through experiments, it promotes college students’ English vocabulary memory level, vocabulary use level and interest in English learning, respectively, to verify the effectiveness of College English vocabulary teaching mode based on mobile technology. The experimental results show that the flexibility of mobile learning can take into account the different learning needs of students at different levels of the same group, categorize and categorize the individual needs of students, and adjust different learning content and learning difficulty ladder to a certain extent. The innovation of this paper is to fully combine mobile technology with college English vocabulary teaching, solve practical application problems, and improve the application value of mobile technology in college teaching.