TY - JOUR
T1 - Using digital gamification to improve language achievement, foreign language enjoyment, and ideal L2 self
T2 - A case of English as a foreign language learners
AU - Liu, Gi Zen
AU - Fathi, Jalil
AU - Rahimi, Masoud
N1 - Publisher Copyright:
© 2024 John Wiley & Sons Ltd.
PY - 2024/8
Y1 - 2024/8
N2 - Background: The impact of digital gamified language learning on language achievement has been corroborated in the literature; however, its impact on language achievement, especially in the English as a foreign language (EFL) context needs further investigation. In addition, the related literature has not sufficiently confirmed the impact of digital gamified language learning on some psychological domains of EFL learning. Objectives: This study, therefore, employed a sequential explanatory mixed-methods approach to explore the effects of digital gamified language learning using a mobile application (app) affordances on EFL learners' language achievement, foreign language enjoyment (FLE), and ideal second language (L2) self. Methods: To this end, 36 EFL learners were randomly divided into two groups; one group was randomly assigned to the digital class, including 19 EFL learners, and the other group was assigned to the non-digital class, consisting of 17 EFL learners. The digital learners did the digital gamified language learning activities individually and interactively and received peer and instructor feedback, whilst the non-digital learners did the same language learning activities in printed format and received peer and instructor feedback. A language achievement test, the FLE scale, and the ideal L2 self-scale were used to collect the quantitative data and an individual semi-structured interview was carried out to gather the qualitative data. Results and Conclusions: One-way ANCOVA, used to analyse the quantitative data, revealed that the digital and non-digital classes improved the EFL learners' language achievement, FLE, and ideal L2 self; however, the digital learners outperformed their non-digital counterparts in all the measures. Thematic analysis, utilised to analyse the qualitative data, uncovered some themes about the digital learners' positive and negative attitudes and perceptions towards the digital gamified language learning activities, clarifying the quantitative findings. Implications: Pedagogical implications are discussed.
AB - Background: The impact of digital gamified language learning on language achievement has been corroborated in the literature; however, its impact on language achievement, especially in the English as a foreign language (EFL) context needs further investigation. In addition, the related literature has not sufficiently confirmed the impact of digital gamified language learning on some psychological domains of EFL learning. Objectives: This study, therefore, employed a sequential explanatory mixed-methods approach to explore the effects of digital gamified language learning using a mobile application (app) affordances on EFL learners' language achievement, foreign language enjoyment (FLE), and ideal second language (L2) self. Methods: To this end, 36 EFL learners were randomly divided into two groups; one group was randomly assigned to the digital class, including 19 EFL learners, and the other group was assigned to the non-digital class, consisting of 17 EFL learners. The digital learners did the digital gamified language learning activities individually and interactively and received peer and instructor feedback, whilst the non-digital learners did the same language learning activities in printed format and received peer and instructor feedback. A language achievement test, the FLE scale, and the ideal L2 self-scale were used to collect the quantitative data and an individual semi-structured interview was carried out to gather the qualitative data. Results and Conclusions: One-way ANCOVA, used to analyse the quantitative data, revealed that the digital and non-digital classes improved the EFL learners' language achievement, FLE, and ideal L2 self; however, the digital learners outperformed their non-digital counterparts in all the measures. Thematic analysis, utilised to analyse the qualitative data, uncovered some themes about the digital learners' positive and negative attitudes and perceptions towards the digital gamified language learning activities, clarifying the quantitative findings. Implications: Pedagogical implications are discussed.
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U2 - 10.1111/jcal.12954
DO - 10.1111/jcal.12954
M3 - Article
AN - SCOPUS:85185891672
SN - 0266-4909
VL - 40
SP - 1347
EP - 1364
JO - Journal of Computer Assisted Learning
JF - Journal of Computer Assisted Learning
IS - 4
ER -