Speakers
Description
Gamification has gained increasing popularity in teaching and learning English over the past decade. Although there are numerous studies highlighting the benefits of gamification in teaching and learning, the adoption of gamification in grammar learning is not well studied, especially the use of Wordwall to improve the students’ grammar achievement and engagement in Vietnamese higher education. In this context, a one-group pretest-posttest pilot study was conducted with 65 non-majored English students enrolled in A2 General English course in the first semester of 2025 at Nha Trang University. This study aims to investigate the effectiveness of gamified exercises through Wordwall, the extent to which Wordwall enhances the student engagement, and whether student engagement influences the outcomes in the grammar learning process. The authors used a traditional method to explain the grammar rules while the students practiced through gamified exercises adapted from the Roadmap textbook. The data was collected from an online survey questionnaire and several tests including pretest, periodic test and posttest, and then was analyzed by SPSS version 20. The findings showed that gamified grammar exercises significantly enhance the students’ grammar learning outcomes and engagement levels. However, this study indicated that there was no relationship between learners’ engagement and grammar learning outcomes in the context of Wordwall-based gamification. Therefore, further research employing experimental and control group comparisons should be carried out in the future to provide insights into how gamified exercises through Wordwall affect the learners’ grammar achievement and engagement.
Key words: gamification, Wordwall, student engagement, grammar achievement
