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Description
This study examines the use of ClassDojo integrated in warm-up activities as pedagogical strategies in order to facilitate the warm-up activities for the writing performances of EFL learners at a Vietnamese language center. Rather than using classdojo as a direct tool for writing instruction, it was used in the pre-writing stage to foster learner engagement, readiness and motivation before writing was done. The research was conducted in a quasi-experimental mixed-methods study using the KET-level learners at Nam Do Language Center. Data was gathered using writing tests, student questionnaire and semi-structured interviews. The results showed that learners in the experiment group had a more positive development in terms of the write performance during the time period while the qualitative data showed generally positive perceptions about ClassDojo with respect to ease of use, usefulness, engagement and readiness to writing. The study suggests that incorporating ClassDojo in warm-up activities may have meaningful indirect support for development of writing in the EFL classroom. These results provide implications for practice for teachers who are looking for ways to incorporate gamified tools into learning pre-writing skills in Vietnamese language teaching contexts.
