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Description
This classroom-based study examines how Wayground was used to enhance student engagement in vocabulary and grammar learning among A1-A2 English as a Foreign Language (EFL) students at a Vietnamese vocational college in Ho Chi Minh City. Low-proficiency learners often demonstrate limited participation and heightened anxiety during traditional language practice, particularly in grammar-focused lessons. To address this challenge, Wayground was integrated as a post-lesson review tool over a three-year period. The platform delivered gamified vocabulary quizzes, grammar consolidation activities, and competitive review tasks designed to reinforce previously taught content.
Drawing on action research principles, the study was conducted in a class of 35 non-English major students. Data were collected through classroom observation, participation tracking, and brief student feedback to explore changes in engagement and learning attitudes. Findings suggest that Wayground-supported activities increased students’ willingness to participate, encouraged repeated practice through immediate feedback, and fostered a more interactive learning environment. Students also reported reduced pressure when reviewing grammar through game-like formats.
The project highlights how accessible digital tools can support low-proficiency learners in vocational college contexts and offers practical implications for TESOL practitioners seeking manageable strategies to improve engagement in large, mixed-ability classrooms.
Keywords: gamification, vocabulary learning, grammar practice, low-proficiency learners, digital tools
