Leveraging Gamification into EFL Grammar Class to Boost Student Engagement

Autor/inn/en	Ardi, Priyatno; Rianita, Elvira
Titel	Leveraging Gamification into EFL Grammar Class to Boost Student Engagement
Quelle	In: Teaching English with Technology, 22 (2022) 2, S.90-114 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Learner Engagement; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Case Studies; Grammar; Game Based Learning; Educational Games; Majors (Students); Task Analysis; Cooperative Learning; Undergraduate Students; Computer Games; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Grammatik; Educational game; Lernspiel; Aufgabenanalyse; Kooperatives Lernen; Computer game; Computerspiel; Computerspiele; Ausland; Indonesien
Abstract	Student engagement is paramount for the success of EFL learning. This paper explores how the leverage of a game-based learning platform, Kahoot!, into EFL grammar learning and teaching boosted student engagement. One grammar lecturer and 22 English-major students participated in this qualitative case study. Data were obtained through observations, reflective journals, and interviews. The results revealed that the platform enhanced student engagement in EFL grammar learning in six ways, namely enabling students to set goals, helping students focus more on the tasks, facilitating students to build enthusiasm and interest in learning, allowing students to experience playful learning activities, facilitating students to collaborate with their friends, and fulfilling students' need of reward and sense of competition. The students were also reported to exhibit behavioral, cognitive, and emotional dimensions of engagement during the implementation of Kahoot!. The findings have important implications for EFL grammar learning and teaching. In addition to the affordances of Kahoot!, teachers are still central to the implementation of the platform to engage the students in EFL grammar learning. (As Provided).
Anmerkungen	IATEFL Poland Computer Special Interest Group / University of Nicosia / Maria Curie-Sklodowska University. Ul. J. Sowinskiego 17, 20-041 Lublin, Poland. Web site: http://tewtjournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01