Speaker
Description
This study investigates the effectiveness of AI-powered game-based activities implemented through Blooket in enhancing vocabulary retention and motivation among young EFL learners in a private English center in Ho Chi Minh City, Vietnam. Adopting a mixed-methods quasi-experimental design, the study involved 82 A2-level learners aged 10–11, including an experimental group receiving Blooket-based vocabulary instruction and a control group receiving traditional instruction. Quantitative data were collected through vocabulary pre-tests and post-tests, while qualitative and supportive data were obtained from a questionnaire, semi-structured interviews, and classroom observations. The findings indicate that the use of Blooket had a significant positive effect on learners’ vocabulary retention and classroom motivation. Students in the experimental group showed clear improvement in post-test performance and reported that the platform made vocabulary learning more enjoyable, interactive, and engaging. The results also suggest that Blooket promoted greater participation, confidence, and willingness to review vocabulary, although some learners experienced difficulty with fast-paced game modes. For TESOL, the study highlights the pedagogical value of integrating AI-powered game-based tools into vocabulary instruction, particularly for young learners in EFL contexts where motivation and repeated exposure are essential for language development.
Keywords: AI-powered, game-based learning, Blooket, vocabulary retention, learner motivation, young EFL learners
