EFFECTS OF GAMIFIED GRAMMAR AND VOCABULARY LEARNING IN AN ENGLISH COURSE ON EFL STUDENTS IN THAILAND by Nur Lailatur Rofiah Budi Waluyo

The present study investigated the effects of gamified grammar and vocabularylearning using Kahoot!, Quizizz, and Quizlet on learning performance,motivation, enjoyment, anxiety, and classroom dynamics and engagement in anEnglish course. The investigation also involved the effects of gamified learning ongender, proficiency, and learning outcomes. Gamified learning was implementedfor eight weeks, consisting of Cycle 1 (grammar) and Cycle 2 (vocabulary).Data were collected using survey questionnaires, grammar and vocabulary tests,and English proficiency tests. The results indicated high positive effects onthe five survey constructs and significant increases were noted for learningmotivation and classroom dynamics and engagement while reducing learninganxiety. The effects remained constant for female and male students, yet highlevel students would likely enjoy and be engaged more in gamified learningthan low-level students. Despite these highly perceived effects, they were notsignificant predictors of students’ grammar learning outcomes. Only the degreesof students’ learning enjoyment and anxiety can help estimate students’achievement in vocabulary learning.