MINISTRY OF EDUCATION AND TRAINING BA RIA VUNG TAU UNIVERSITY THESIS DUONG THI THANH HUYEN EFL STUDENTS’ ATTITUDES TOWARDS GAMIFIED LEARNING ACTIVITIES AND THEIR LEARNING ENGAGEMENT AT VIET ANH PRIMAR[.]
INTRODUCTION
Background of the study
English language learning plays a central role in today’s world, underpinning communication in education, business, sports, and trade It is the official language in more than 53 countries and territories Vietnam is following this trend by introducing English from the primary school level, with the Vietnamese Ministry of Education and Training (MOET) designating English as one of the three most important subjects in schools To promote language development, a range of study programs has been proposed, including English talent contests in schools, online and TV competitions, academic journals, and annual English Olympiads These initiatives motivate students to practice and apply English in real-world contexts (Bahang et al., 2020).
Vietnamese students are also aware that English is considered indispensable luggage on the path of integration and development, a universal key to open the doors of knowledge to help them reach out to the world To improve the quality of teaching English at schools, English teachers have applied various teaching methods in teaching One of the newest methods to apply is gamification, which has received much criticism in increasing students' engagement in the classroom (Phuong, 2020)
The use of games to learn languages is an innovative method that is gaining popularity Gamification for language learning is highly motivating and inspirational for students since there are several tasks to complete, goals to attain, and prizes to be won Gamification is a concept that attempts to combine pre- existing successful teaching techniques with game elements such as competition, leaderboards, and advancement in order to make tasks and exercises more enjoyable, motivating, and engaging for learners (Kapp, 2012)
Gamification's beneficial benefits have been extensively acknowledged in a massive body of work, both philosophically and experimentally (Dehghanzadeh et al., 2019) Gamification has the potential to improve student engagement, motivation, learning outcomes, problem-solving, and collaborative learning in ESL classrooms (Buckley & Doyle, 2014)
The theory of motivation, engagement, and psychology has investigated and described the benefits of gamification The self-determination theory (SDT) (Ryan
& Deci, 2000) is the most widely grounded theory linked to gamification It discusses both extrinsic and intrinsic motivation According to Muntean (2011), gamification increases intrinsic motivation by generating a sense of mastery, autonomy, and connectivity through the usage of extrinsic components such as levels, points, and badges In particular, most research on gamification has emphasized its ability to engage learners actively For example, after treatment with the Gamified Program, learner motivation in the experimental group (25 students) increased considerably (25 students) Lam et al (2018) used quasi-experimental and qualitative research methodologies to investigate engagement and motivation The findings also revealed that learner engagement and motivation were much more significant in the experimental group However, there was no difference in academic outcomes between the two groups in this study In terms of learner outcomes, gamification is associated with an increase in the percentage of passing students and engagement under challenging activities (Iosup & Epema, 2014)
Findings on gamified learning in education are mixed For example, students in a 14-week gamified course outperformed peers in non-gamified learning environments (Yildirim, 2017) By contrast, other studies reported no substantial difference in academic performance between gamified and non-gamified groups (Lam et al., 2018) Consequently, the literature on academic improvement through gamified education still requires more robust research and clearer evidence.
Furthermore, gamification has been shown to minimize language fear, enhance student focus, and promote readiness to speak (Arnold, 2014) It might be argued that students enjoy a sense of autonomy and are not scared to fail According to the NMC-Horizon Report (2014), well-designed gamification activities boost learners' productivity and creativity (Johnson et al., 2014) by instilling a feeling of progression and learner agency
Furthermore, learners' attitudes are thought to be one of the most significant factors in language achievement Widespread research interest in numerous studies by many academics has lately been adopted to obtain in-depth insights into this issue Scholars have emphasized the importance of attitudes in the learning process According to Clarke (1976), attitudes are essential for mastering a language and facilitating language learning Attitudes, cooperation in teamwork, self-concept, and 21st skills are among the key factors that help learners reinforce their learning ability, achieve insightful comprehension of conceptual knowledge, and increase their learning autonomy Obviously, when pupils have good attitudes, their learning performance improves and is facilitated However, if pupils have negative attitudes, their performance and achievements in language learning may suffer
At Viet Anh Primary School, teachers have integrated gamification into teaching across subjects, including English Investigating the relationship between gamified learning activities in the classroom and primary students' attitudes and engagement is essential to evaluate the effectiveness of this method The insights gained will clarify how gamification affects motivation, participation, and learning outcomes, informing future teaching strategies at Viet Anh Primary School.
The English proficiency of students at Viet Anh Primary School is superior to that of local public schools One reason is that parents' investment in English language learning is higher compared to public counterpart Students at Viet Anh Primary School learn English from kindergarten Significantly, many students are invested in learning English from a very early age By the time they enter primary school, some students can speak fluently and present a short topic in English confidently and in a good communication demand Second, students studying at Viet Anh Primary School have access to English in more directions and more time than those in local public schools First, they learn under the Cambridge international bilingual program with English subjects, Mathematics, and Science In addition, the children also participate in extra-curricular activities held in English The above reasons make the general level of English ability of students at Viet Anh school much higher than that of public primary schools in Vung Tau
In addition, the school's investment in English learning and teaching facilities is significant The classrooms are equipped with modern equipment such as televisions, projectors, speakers for convenient listening and speaking activities
In addition, class sizes are kept at 20-25 students/class This enhances teachers' interaction with students, especially during speaking and gamified activities or other teaching activities
However, the English level of students at Viet Anh Primary School is not equal In particular, in the same class, there are students whose ability to use English is superior to other students There are many reasons for this situation Firstly, this difference comes from before students join Viet Anh school There a usually two types of English ability of students when enrolling the school, the English equipped and the non-English equipped The former group includes students who are invested in English from the early years In this group, parents have their children learn English from kindergarten (4-5 years old, even 3 years old) The latter group of students follows the MOET's learning path and starts their English learning journey when they enroll primary level This difference in English entry level is not detected or classified in the school's admissions process There is no requirement to have a certain level of understanding of English to study at Viet Anh School for primary school level, as stated in the requirement for admission The second reason for the disparity is that the level of English acquisition and absorption in each student is different, even if placed in the same learning conditions In addition, this disparity is also caused by several factors, such as how regular students participate in extra-curricular classes and their parental support in children learning English
The disparity in students' English proficiency in a classroom leads to lameness when teachers impart knowledge to students It is difficult for teachers to apply the same resource, activity, or assessment to multiple students' levels in the same classroom If the teacher focuses on straightforward content during the learning process, good students may find this lesson boring and no longer motivated to join the class On the contrary, weak students will find it difficult to absorb and create a rejection mentality if the lesson's content is more complicated than their learning ability Because of this inadequacy, Viet Anh School has adjusted its class placement process The school has conducted a classification of students with the same level of English into the same class This new classification makes it easier for teachers to provide appropriate and correct teaching methods and approaches to students
However, when teachers apply active teaching methods such as gamification in English classes at different levels, they encounter different problems Students in higher English level classes tend to participate in activities enthusiastically and excitedly In addition, teachers find that that organizing game activity easy and convenient However, for students in lower English levels class, the process of implementing teaching activities by gamification encounters many difficulties The students in these classes lack confidence Their ability to listen, speak, and understand English is limited, so they do not understand the requirements for the content of the activity to participate correctly Especially during participating in activities, students in this class show timidity and lack of confidence, requiring a lot of encouragement and guidance from teachers Since then, teachers cannot evaluate the effectiveness of this learning method
In addition, inexperienced teachers in organizing game activities in English classrooms also cause inefficiencies and poor classroom interaction Learning through game activities is a new form of learning, requiring teachers to have research and study to learn and apply correctly in their English lessons and teaching activities However, currently, English teachers at the school experience a shortage of methods to diversify their games and activities
Aims and objectives of the study
This study explores the EFL students' attitudes towards gamified learning activities and their learning engagement in gamified learning activities at the context of Viet Anh Primary School in Vung Tau The research objectives are as follows:
• To find out the EFL students' attitudes towards gamified English learning activities at Viet Anh Primary School
• To identify EFL students' level of learning engagement in gamified English learning activities at Viet Anh Primary School
• To examine the relationship between EFL students' attitudes towards gamified English learning activities and their learning engagement in gamified English learning activities,
Research questions
The following research questions must be addressed in order to achieve the goals as mentioned above:
1 What are EFL students' attitudes towards gamified English learning activities at Viet Anh Primary School?
2 To what extent do EFL students get engaged in gamified English learning activities at Viet Anh Primary School?
3 What is relationship between EFL students' attitudes towards gamified English learning activities and their learning engagement in gamified English learning activities?
Scope of the study
This study was conducted at Viet Anh Primary School, a private institution in Vung Tau City that belongs to the Viet My education system headquartered in Ho Chi Minh City The school implements a bilingual curriculum using English and Vietnamese, operating two parallel learning streams: Vietnamese-language instruction aligned with MOET standards and the Cambridge Primary Curriculum taught in English for international-oriented students, with English, Mathematics, and Science as the core subjects to develop English fluency The objective is to identify an effective English teaching approach within the classroom One practical method examined is gamification, recently introduced in Viet Anh’s English lessons The study investigates 4th- and 5th-grade students’ attitudes and engagement with gamified English activities to evaluate its effectiveness in this school context Data were collected through questionnaires and semi-structured interviews with the 4th- and 5th-grade students.
Significance of the study
The teaching of foreign languages in Vietnam has changed significantly since the country's integration, especially, the early years of the 21st century marked a significant change in English teaching methods in schools The change occurred when a teacher-centered approach shifted to a learner-centered approach The new approach changes dramatically the way students learn Now, students are more active and creative in their learning process than passively receiving knowledge from teachers Therefore, teachers also need to pay attention to cultivate and change methods to put learners at the center and create an exciting learning environment One of the methods to stimulate students' interest in learning is gamification At universities and colleges in Vietnam, students are quite familiar with gamification Many researchers focus on gamification for university and college students; however, there is little research on pre-college students' interest in gamified activities in English class This study's significance is shown by its insights into the impact of gamification on teaching primary school students English as a second language, the challenges teachers and students face when learning English in the context of Viet Anh Primary School, a private school system in Vietnam Furthermore, the study provides some practical ways to implement gamification and affects students' attitudes Moreover, it will stimulate change in the teachers' creation and preparation of lesson plans in English language classrooms.
Definition of the key term
Some terminology must be defined for this research's purposes to offer a specific viewpoint on the topics covered
Attitude is an essential component that significantly impacts students' learning processes and may even aid in language acquisition
Student engagement refers to the level of attention, curiosity, interest, optimism, and enthusiasm displayed by students when learning or being taught and the level of incentive they have to study and develop in their education
Gamification of learning is an educational strategy that uses video game design and game features in learning settings to inspire students to study The objective is to enhance satisfaction and engagement by stimulating learners' attention and motivating them to continue studying.
Organization of the study
This research paper includes five main chapters
Chapter 1 is an introduction part Chapter 1 provides related background information, the rationale of the study, the aims and objectives, the research questions, the scope of the study, the significance of the study, the definitions of the key terms, and the organization of the thesis
Chapter 2 is about the literature review, presenting the information related to gamification, students' attitudes, and study engagement This part also briefly mentions the previous study by both foreign and Vietnamese researchers Finally, a conceptual framework is also introduced in the literature review
Chapter 3 illustrates the methodology of the study It consists of the research design, the research site, the sample and sample processes, the research equipment, the data collecting process, and the data analysis procedures
Chapter 4 is a description of the study's findings based on data analysis from the questionnaire and semi-structured interview The data is also compared and contrasted with data from earlier research in the debate
Chapter 5 summarizes the thesis's key results, the study's implications, the research's limitations, and recommendations for further research.
LITERATURE REVIEW
Gamification
Deterding et al (2011) proposed the most widely cited definition of gamification as the application of game features in non-gaming settings, yet this interpretation is not uniform across studies and publications Ferrara (2013) challenged the term’s precision, arguing that gamification ranges from a simple profile completion bar to FarmVille, thereby blurring meaningful distinctions between distinct concepts A growing body of research both adopts the Deterding et al definition and uses the term to refer to a variety of practices, including the use of game components, ready-made games, simulations, and game-based learning Although no universal standard exists, many scholars continue to describe gamification as the application of game features and mechanisms in non-game settings (Seaborn and Fels, 2015).
However, just being in a non-game environment is insufficient According to Lee and Hammer (2011), gamified experience in class should be ultimate, with a transformation from points (grades) to badges, a system of rewards and penalties for desired and undesired behaviors, and a promotion system for students who have excellent performance at the completion of each academic year Nonetheless, this environment is considered ineffective at engaging kids Gamification thus does not only show the existence but intentionally applying and utilizes those (chosen) features in a non-game environment of particular game components
Seaborn and Fels (2015) explored the term's evolution when defining it for their research Before the term being coined, numerous interrelated concepts such as funology, funware, serious games, ludic qualities, game layers, behavioral games, alternate reality games, applied gaming, augmented reality games, and games with a purpose were used to express concepts similar to gamification Deterding et al
(2011) determined that there was still a need for another word to adequately describe and characterize the novel idea which are in an attemption to solve, and at the end, gamification is chosen It entails incorporating aspects of gamefulness, gameful interaction, and gameful design with a particular purpose in mind Gamefulness is defined as the lived experience, gameful interaction as the items, tools, and settings that contribute to the gamefulness experience, and gameful design as the process of producing a gameful experience What makes gamification different from many other ideas is that they do not have to have a complete gaming system
According to Seaborn & Fels's 2015 (2015) survey, regarding the two-term games: alternate reality games (ARGs) and with a purpose (GWAPs), gamification is characterized by two main characteristics: it is used for non-entertainment, and it includes game features without a full-scale game It is also utilized to create a full- scale game Kim (2015) underlines the aim of gamification to enhance the participation of users and resolve problems She says the difference between gamification and games and is a problem they try to tackle In order to get anything labeled gamification, this should be trying to solve a real-world issue, not a fictional one
The current thesis uses Seaborn and Fels' (2015) definition of gamification, which is based on Deterding et al (2011)'s distinction, and defines it as integrating game components into non-game contexts to create a product that is not a fully- fledged game One of the reasons for selecting this notion for my thesis is that it is also relevant to the Vietnamese educational system Wardaszko (2016) emphasized that acquiring a license for a ready-made game is akin to buying another's viewpoint, the game mechanics, and the whole material from a context other than your own It is claimed that creating a full-fledged, highly entertaining educational game is difficult, costly, and time-consuming, and that it often concentrates on a particular set of learning objectives chosen by the developer of the game (Kapp,
2012) Furthermore, according to the research of Dicheva et al (2015), effective classroom adoption of educational games often requires specific pedagogical integration and technical infrastructure
Modular game components allow users to pick the most context-relevant elements, maximizing the effectiveness of specific objectives Dicheva et al (2015) argue that the gamification approach centers on game thinking and design elements to boost learners’ motivation and engagement, rather than building elaborate games that require extensive development effort Keramidas (2010) supports this strategy, suggesting that instructors who are familiar with game aspects can integrate them into their existing teaching techniques Therefore, gamification emerges as a low-resource option for incorporating game features into non-game settings, while staying adaptable to the diverse needs of teachers, students, and varying conditions.
According to Rebetez and Bétrancourt (2007), teachers should take into account the game's objectives, the material provided, and the effect of gamification on the player to implement video games more effectively into the lesson Additionally, a greater understanding of the potentials and impacts of games is necessary for game to be utilized effectively in the classroom Understanding the fundamental components and concept of game design relieves instructors of the burden of understanding the complexities of a complete game, allowing them to concentrate on integrating game elements into techniques they are already acquainted with Thus, it is critical to differentiate between the many components that constitute gamification
Numerous gamification taxonomies have been proposed in an attempt to categorize features common to games in non-academic contexts Gee (2008) was among the first to examine the many components found in games, although their emphasis was on the educational concepts found in games Academic scholars have attempted to classify major components of game According to Prensky (2001)'s work, there are twelve factors that contribute to the engagement of games:
(1) Games are a form of play that provide people with intense and passionate involvement;
(2) Games are a form of entertainment that provide people with enjoyment and pleasure;
(3) Games have goals that provide motivation;
(4) Games have rules that provide structure;
(5) Games are adaptive; they provide flow;
(6) Games are interactive; they provide people with an opportunity to do;
(7) Games have outcomes and feedback that provide support
(8) Users experience opposition/challenge/competition/conflict, which provides adrenaline;
(9) Users experience victory, which provides ego satisfaction;
(10) Games have contact, which results in social groupings;
(11) Games have representation and narrative, which result in emotion; and
(12) Games have problem solving, which stimulates creativity
Reeves and Read (2010) identify eleven classifications of player engagement, including three-dimensional environments; self-representation through avatars that let players create an identity, participate in the story, and engage more deeply with the game; narrative context with strong backstories to maintain interest; feedback mechanisms, particularly quantitative feedback, that increase engagement in action; and reputation, ranks, and levels that are visible to all, difficult to manipulate, and establish a player's standing.
Six rules for (successful) gamification is outlined in Zichermann (2011) 's work: design for the emotional human (rather than the rational human), understand what a win means for the organization, understand the player's intrinsic motivation and progression to mastery, develop meaningful and scalable intrinsic and extrinsic rewards, make everything a little bit more fun, and leverage platform vendors All of these concepts are based on the notion that games should have rules and objectives, offer feedback and opportunities for social interaction, be enjoyable, and work on players' motivation and emotions Rock (2004) mentioned that disengagement from school is said to occur on certain social and emotional levels, at which gamification elements operate, making it a tool capable of influencing students' sense of identity, social positioning, and emotional experiences (Lee and Hammer, 2011), as well as their engagement with learning and school
Octalysis is a framework for gamification developed by Yu-kai Chou, a gamification specialist, is often symbolized by an octagon It is divided into eight major categories and includes many examples from video games elements (Figure
The framework builds on themes identified in prior research, including the game's significance, empowering players, enabling social interaction, and the demonstration of achievements and ownership while avoiding negative issues Chou adds two additional elements to this framework: unpredictable outcomes and scarcity Unpredictability refers to the need to know what will happen next, while scarcity describes the appeal of something one cannot have at the moment.
Figure 0.1 The Octalysis Framework by Yu-kai Chou (Chou, 2015)
Many gamification taxonomies and seven fundamental gamification components that are examined and found by Cugelman (2013) This discover clearly connected to established behavior modification techniques and assigned them to particular gamification approaches The methods include posing a challenge, establishing clear objectives, using levels, displaying progress, assigning points, awarding prizes, providing feedback, displaying badges for accomplishments, incorporating a narrative or theme, and displaying game leaders While some of the gamification aspects offered by other writers are relevant exclusively to online or digital applications, Cugelman's techniques may be utilized (in education) without the use of digital technologies
Additionally, categorization and grouping of game components proposed by different academics have been attempted Scholars on the field have all compiled literature reviews and surveys on gamification research (Dicheva et al., 2015; Seaborn & Fels, 2015; and Hamari et al., 2014) One of the tables that several papers included for categorizing game design elements is proposed by Deterding et al in 2011 Based on the literature available at the time, this is one of the first efforts to define game components and their various degrees of abstraction (Seaborn
& Fels, 2015) While many publications reference this classification, few have utilized it as the foundation for actual study on the subject
Attitudes towards gamified English learning activities
2.2.1 Definitions of attitudes towards gamified English learning activities
The attitudes of potential users are critical to the success of any attempt to incorporate technology in a learning environment Bohner and Dickel (2011) define attitude as the evaluation of the thinking that impacts a person's view of people, ideas, or things, as evaluated on self-report measures with three components: affectivity, cognition, and action Furthermore, Hamari and Koivisto (2013) found that a user's attitude was a strong predictor of whether or not they would adopt and continue to use gamification, while Yüksel and Durmaz (2016) discovered a strong link between a user's attitude toward gamification and their intention to buy the product Teachers' intentions to utilize technology are substantially impacted by their favorable or negative views about it, according to Kao and Tsai (2009) Similarly, Teo et al (2019) claimed that users' views influenced their positive behavioral intentions to use technology It has been proven that instructors' attitudes influence their behavioral intentions According to Al-Khaldi and Al-Jabri (1998), emotional attitudes are more closely linked to the use of technology than cognitive attitudes Positive attitudes impact consumers' willingness to embrace and use technology in general
Three major components of attitudes are mentioned: affective, cognitive, and behavioral
In relation to attitudes, affective component is defined as the emotional reaction to an attitude object; therefore, much research has been conducted to investigate this component Eagly and Chaiken (1998) describe affective factor as the moods, feelings, emotions, and sympathetic nervous system activity that individuals encounter in connection to an attitude object and later identify with it According to these scholars, the affective component is determined mainly by emotional experiences and preferences It expresses a person's feelings towards an item The emotional component should not be evaluated only in terms of beliefs since emotion operates concurrently with the cognitive factor Agarwal and Malhotra (2005) suggest that the combination of affective, which includes feelings and emotions, and attitude, which includes evaluative judgments about beliefs, constitutes an integrated model of attitude and choice According to this information, when students have both positive and negative views about gamification, significant impacts on participation in gamified activities emerge
The cognitive component of attitudes encompasses individuals' ideas, thoughts, and knowledge about a given object, reflecting how general knowledge informs their views and how they perceive attitude objects According to Schiffman and Kanuk (2004), cognitive factors include information and perceptions, arising from combining experiences with attitude objects and data from diverse sources This component captures how people think about things and the associations they form with them For example, when students have a favorable attitude toward gamification, they exhibit a higher intention to participate in gamification activities.
The behavioral component includes the individual's reaction to attitude objects According to Defleur and Westie (1963), it refers to a person's response or reaction to an object's attitude The behavioral component is intended to describe the individual's engagement in tasks as well as their behaviors with regard to attitude objects It has a significant impact on how people respond or behave
To summarize, the affective component is concerned with the emotions and feelings associated with the attitude objects, while the cognitive component is concerned with perceptions, conceptions, and beliefs The behavioral component focuses more on behavioral intention or action expressions.
Student engagements
Although there is broad consensus on the importance of learner engagement, precisely defining and measuring it remains challenging In educational settings, engagement is typically defined as the amount of time and effort students devote to learning and related activities (Trowler, 2010) Researchers describe learner engagement across dimensions such as attendance (often the lowest level), learner desire and commitment, intrinsic motivation, individual emotions, and social engagement (Whitton & Moseley, 2014).
Scholars have offered a number of definitions for participation, as seen above, underscoring the phenomenon's complexity Sinatra et al (2005) conception of student participation is the one that serves as the foundation for this study Sinatra et al (2005) claim that engagement may take on a variety of forms, ranging from the micro (time spent on assignment) to the macro (course, school, or community) Engagement is often classified according to behavioral, emotional, and cognitive aspects:
Behavioral engagement is comprised of students' time commitment, perseverance with learning activities, and participation attempts (Bond et al., 2020) Previous research has used a variety of markers to determine behavioral engagement: (1) via active behavior, such as time spent on assignments and class discussions; (2) through participation in learning and academic tasks, such as attention and prompt collaboration; and (3) through previewing and revising exercises (Wu & Zhang, 2018) However, time spent on homework, class attendance, involvement in school-related activities and effort, and academic contact with peers, teachers, and staff is the most often highlighted markers (Krause
Cognitive engagement is associated with intrinsic motivation, learning objectives, and self-regulation, which is consistent with Fredricks and colleagues' belief that the cognitive dimension of engagement most frequently refers to students' self-regulation and effective use of deep learning strategies (Fredricks et al., 2004) Additionally, it includes the methods that pupils use throughout their learning activities Deep learning, attention or concentration, positive self- perceptions, and self-efficacy are all indicators of cognitive engagement (Fredricks et al., 2004) Deep learning refers to the extent to which students study content, while self-regulation refers to how students prepare and seek knowledge and how they go above and beyond the obligations of school (Henrie et al., 2015)
Emotional engagement, also referred to as affective engagement, encompasses students’ positive responses to their learning environment, including their sense of belonging, interest, and rapport with instructors and peers (Bond et al., 2020) Motivation supports students in achieving strong academic results and certifications, while also fostering joy and enthusiasm in their studies (Kahu, 2013) Bond and colleagues note that the five most frequently recognized indicators of affective student engagement are a pleasant connection with instructors and peers, enjoyment in the learning process, a positive attitude toward learning and sustained interest, motivation, and excitement (Bond et al., 2020).
In general, engaged students are those who put out a more significant emotional, behavioral, and cognitive effort in their academic endeavors (Fredricks et al., 2004; Mazer, 2012)
2.3.2 The importance of student engagement in learning English as a foreign language
The level of involvement was shown to be linked to general abilities and thinking, practical skill competence and transferability, cognitive growth, self- esteem, and student perseverance (Tinto, 2005)
Students' involvement is positively connected to linguistic achievement when studying English as a second language In their study of the influence of social networking on learning with a sample of Iranian Ph.D students, Akbari et al (2016) revealed a substantial positive relationship between student engagement and English language acquisition
In addition, numerous studies have looked at the relationship between student engagement and academic performance by assessing silent in-class behaviors, oral in-class behaviors, course content thinking, and out-of-class behaviors
Studies on the link between quiet in-class activities and performance have found strong positive relationships and impacts, which is unsurprising Attendance is one of the most critical indicators of success for English language students in Taiwan, according to Kelsen and Liang (2012) Fay et al (2013) identified a clear link between attendance and achievement in the target language and topic for Chilean students participating in an English pedagogy program In the Turkish higher education setting, Bahar (2015), and Karabiyik (2016) revealed strong positive correlations between attendance and English performance
Another line of research focused on oral in-class behavior For a sample of
500 second-grade secondary school students in Nigeria, Fakeye and Amao (2013) discovered that in-class involvement was the sole significant predictor of success in Literature in English courses On the other hand, Zheng and Warschauer (2015) used a sample of 48 fifth-grade English language learners to evaluate the influence of student involvement in an online debate environment on student success They came to the conclusion that high levels of involvement and interaction result in the growth of the English language and literacy In another study with 894 high school students in Indonesia, Syaveny and Johari (2017) revealed a substantial link between in-class involvement and English proficiency
Furthermore, research that looked at the link between thinking about course content and success came up with positive results A study done with six teacher trainees at an Australian university revealed that reflection aided learning, according to Lee and Loughran (2000) In an Iranian EFL context with 82 university students, Ghanizadeh and Mirzaee (2012) showed that higher-order thinking is a predictor of success Ghasemi and Dowlatabadi (2017) performed another study in Iran, this time focusing on 190 undergraduate English majors and finding that higher-order thinking is a predictor of language achievement
2.3.3 The relationship between student engagements and attitudes and gamification in teaching and learning
2.3.3.1 The relationship between attitudes and gamification in teaching English as a foreign language
Students' attention, curiosity, and motivation are all directly connected to their academic performance Gamification has the potential to alleviate student- driven difficulties in the educational process, such as a lack of motivation and interest, by maximizing the use of mistakes and promoting pupils sentimentally and socially (Lee & Hammer, 2011) Gamification adds to the process of boosting students' attention and motivation and their accomplishment and attitudes toward courses in this respect It is critical to emphasize that the process of gamification education and educational games are fundamentally distinct (Deterding et al., 2011) The game is a subset of educational games, whereas gamification transforms the entire process into a game Gamification as a unique and complete framework would be more successful in education, as several studies have suggested that educational games benefit (Ebner & Holzinger, 2007)
2.3.3.2 The relationship between student engagements and gamification in teaching and learning
The research findings on the effect of gamification on students' engagement are generally positive, with numerous empirical studies indicating that the use of gaming mechanics such as points, leaderboards, and badges appears to have a significant effect on increasing learner engagement, as measured by the number of message posts, usage frequency, and scores (Denny, 2013) Muntean (2011) examined gamification aspects as a means of boosting user engagement with learning management systems from a theoretical standpoint Using Fogg's behavioral model, the authors suggested that gamified components might be used to encourage and trigger desirable behaviors in pupils Hew et al (2016) conducted two independent studies inside an Asian institution to examine the effect of gamification on student behavioral and cognitive engagement It was discovered that including gamified features increased engagement with exceptional students' contributions to discussion boards Additionally, students positively affected their attitude and motivation to participate in more complex and challenging activities on the gamified platform The quality of the artifacts produced by students participating in the gamified experiment was higher than that of the control groups Filsecker and Hickey (2014) proposed that a beneficial effect of gamification might be accomplished by increasing the informative value of the incentives
Despite widespread studies indicating that gamification has a positive effect on motivation, Mekler et al (2013) asserted that the use of gamification components such as points and leaderboards did not affect students' intrinsic motivation On the same line, Hew et al (2016) found that gamification did not affect the acquisition of factual information Another research published by Li et al
(2012) claimed that when students are exposed to gamified experiences, they may find educational course activities more engaging Thus, much research indicated that gamification may or may not work, indicating a lack of knowledge regarding what factors contribute to gamification's effectiveness in educational settings.
Previous research
The research which is closely related to my research is the qualitative study on the expressions of engagement in gamified course by Kalinauskas (2018)
Results showed that there were six forms of engagement expressions: participation, rush, flow, emotional engagement, cognitive engagement, and agentic engagement
Temporal features of learner engagement were shown to transfer into long-term engagement In another study by Hew et al (2016) examining gamification and cognitive engagement within a short-blended Designing Questionnaire course, there was no significant difference in test scores between groups, but the gamified group produced higher-quality work, indicating greater cognitive engagement and investment in learning A limitation of this research was its short duration, suggesting that longer-term studies could better capture sustained engagement over time (Hew et al., 2016).
In language teaching, gamification might be situated within technology- enhanced language learning (TELL), which is defined as “any language learning activity that uses technological means and/or tools for efficiency, motivation, and learning style flexibility” (Zhou & Wei, 2018, p.472) Gamification is a promising trend and more engaging than non-game context Empirical studies showed positive gamification effects on EFL oral proficiency, grammar, learners’ intrinsic and extrinsic motivation and interest to learn English (Wu & Huang, 2017) Zhou and Wei (2018) suggest that “gamification of learning so frequent in TELL makes it natural to learn vocabulary via computer games” (p.479)
Recent studies indicate that gamification enhances vocabulary learning Permana and Permatawati (2020) found that using Quizizz as an assessment tool in German classrooms improved vocabulary and structure mastery and generated positive student attitudes toward classroom gamification, with 61 participants using the app Retherford (2020) showed that gamified vocabulary lessons benefited Spanish-speaking ELL students, as the experimental group played Osmo Words while the control group used paper-based lessons; among 16 primary school students evenly divided between groups, vocabulary growth was 40% higher in the gamified group, and motivation and engagement rose compared with the control.
Moreover, Calvo-Ferrer (2017) investigated the effect of the educational video games 'The Conference Interpreter' on L2 vocabulary acquisition and perceived learning gains The participants were 59 students, divided into experimental and control groups The experimental group used the video game, whereas the control group used a non-gaming tool Although the results of pre-, post- and delayed tests showed that the experimental group performed statistically better The regression model results showed that the actual enjoyment of the game seemed not to affect the students' learning outcomes, neither according to their own estimation nor as determined by testing
Prior gamification research has been conducted in a variety of nations, including Indonesia, Turkey, Iran and China However, few studies exist in the Vietnamese context
Phuong’s (2020) research investigates the extent to which Vietnamese EFL learners are familiar with online gamification technologies, as well as their views regarding online-based gamified learning The study relies on information gathered through survey questionnaires and focuses group interviews Participants were 147 university students Then, the students answered the surveys, and 12 volunteers from the surveyed students participated in focus group interviews According to the research's findings, gamification has begun to play a role in English learning both within and outside the classroom Furthermore, pupils have a favourable attitude toward gamified learning The pedagogical implications of using gamified learning to improve the efficacy of English instruction in Vietnam and other EFL contexts are also explored
In his research on the application of Kahoot! In teaching English, Nguyen
Technology in English language teaching has moved from a dream to a practical reality across all levels of education, with maximizing its potential remaining a top priority in English research and instruction There is strong evidence that play and motivation enhance participation in language classes, which motivated a study on Kahoot as a tool for teaching reading comprehension The research involved ten second-year students at Quang Binh University to explore what Kahoot!—a gamified platform descended from personal feedback systems—can offer to enhance learning experiences, engagement, and cooperative participation among non-English major students in reading classes Findings indicate students are more engaged and tend to prefer interactive, technology-enabled classes that use tools like Kahoot The study recommends Kahoot! as a web-based technology aid to promote interaction, learner autonomy, equality, and sociocultural competence, helping EFL learners achieve better results.
Dau and Hoang (2018)'s article generalized the theoretical basis of language games in teaching English On that basis, the authors conducted a study on the perceptions of 389 economics major students of some public universities in Hanoi on the application of language games in teaching English Research results have confirmed the role of language games in teaching English: creating a happy learning atmosphere, promoting students' learning motivation, and creating an environment to practice communication skills, pronunciation, vocabulary development, as well as grammar reinforcement for EFL students
Through researching previous studies, the research gap is revealed The research on gamification is popular, but the research on gamification that applied to and considered the views of young learners as primary ESL learners have not yet been clarified So, it is worth doing the research to cover the research gap
In conclusion, even though the study of Phuong (2020) is close to the author's topic, its range is for university students but not primary students Nguyen (2021)'s study is focused on Kahoot! for setting up gamified activities at the university level The other study on language-related games for face-to-face EFL classes was conducted by Dau and Hoang (2018), and it did not include online or digital gamification applications Thus further study on gamification in English education in the Vietnamese setting, particularly at the elementary level, seems necessary to cover the research gaps and fulfill the author’s intention.
Conceptual framework
This study examines how learners' attitudes and their engagement in English gamified activities influence the effectiveness of gamified learning in boosting English language acquisition Attitudes encompass cognitive, affective, and behavioral dimensions (Bond et al., 2020), while engagement includes behavioral, cognitive, and emotional components (Mazer, 2012) (see Figure 2.2).
Figure 0.2 Conceptual framework of gamification and learners’ attitudes and engagement
This chapter discusses two major elements of gamification: student attitudes toward gamified English activities and student engagement with gamified English activities In terms of gamification, the components and significance of gamification were addressed, as well as the difficulties that instructors and students may face.
RESEARCH METHODOLOGY
Research design
With the aim of investigating EFL students' attitudes and identifying their level of learning engagement towards gamified English learning activities, the research followed a mixed research design In the opinion of Murphy and Maguire
Since 2011, a mixed-method design has proven valuable for developing a deeper understanding of research problems and providing more detailed evidence, enabling a more comprehensive investigation Accordingly, a closed-ended questionnaire was analyzed to collect quantitative data, while semi-structured interviews were used to gather qualitative data A questionnaire was distributed to 84 primary students in grades 4 and 5 at Viet Anh Primary School, and fifteen of these students subsequently participated in the semi-structured interviews.
Research site
Viet Anh Primary School, located at 17 Truong Vinh Ky, Ward 1, Vung Tau City, Ba Ria - Vung Tau Province, was chosen as the research site Viet Anh Primary School was established on August 15, 2006, whose mission is to instruct the young Vietnamese generation to be Good Vietnamese – Proficient In English – Rich Life Skills so that they can become responsible citizens with self, family, society, and the courage to integrate into the global community In conjunction with extracurricular activities (English clubs, English speaking contests, Shark tank, Ring The Golden Bell, Amazing Race, Field trip, etc.), it aims are to establish a strong foundation, promote creativity, critical thinking ability, and reasoning; self- discovery, and respect for others Viet Anh Primary School is currently following a bilingual Vietnamese – English curriculum, a Vietnamese assurance program of the Department of Education and Training of Vietnam, the Ministry of Education qualification & Training, and The University of Cambridge's English as a second language (ESL) program used in Singapore, Japan, and Korea
Viet Anh Primary School brings together Vietnamese and foreign teachers who are experienced, accountable, and dedicated to their students The school recruits foreign teachers from the United States, the United Kingdom, Australia, and Canada, all of whom hold BA/BS degrees and TESOL/TEFL certification and have prior experience teaching English to non-native speakers Alongside the school’s practical training program, students also have opportunities to practice in real settings at restaurants, hotels, and tourist areas within an international working environment inside and outside the province to gain experience Teachers are trained to apply modern teaching methods such as visual learning approaches, self-learning techniques, and the acquisition of skills to translate theory into practice In recent years the school has been equipped with contemporary facilities including a library, science lab, art room, sports pitch, an artificial football pitch in a well-kept playground, shuttles, dormitories, internet, speakers, headphones, computers, projectors, televisions, and more.
ESL program that adheres to international standards Cambridge credentials for Viet Anh Primary School’s grade 4th and grade 5th students include Ket, Pet, and Fce and Ielts were allowing students to improve their proficiency in four areas: listening, speaking, reading, and writing Besides, Viet Anh Primary School now provides nine programs: kindergarten, primary, secondary, high school, extra curriculum, psychology of streets, vocational guidance, summer program, and study abroad In grades 4th and grade 5th, students are learned General English, English- language mathematics, English-language science, English presentation, and IELTS
According to the school’s updated curriculum, the academic year is divided into four terms lasting ten weeks The first term is scheduled to begin on August 16, 2021, and conclude on October 23, 2021 The second term starts on October 25 and ends on December 31, 2021 All lessons must rigorously follow this curriculum distribution The third term is slated to begin on January 03 and end on March 23, 2022 The final one starts from March 14 to May 21, 2022 Grade 4th and grade 5th students have 14 English lessons in a week, of which foreign teachers teach four lessons These 14 English lessons include 08 General English lessons, 04 English-language mathematics, English-language science lessons, and 02 Cambridge lessons
In the English lesson, Kahoot—an engaging game-based quiz-creation platform—drives learning with live leaderboards and a final score display after each game Students engage with Kahoot using coursebooks, laptops, and smartphones, while each activity links to terminology, phrases, and structures from a specific chapter of the coursebook, requiring data mining and administrative setup in addition to collaborative work with teammates The teacher monitors student progress and provides assistance as needed.
Moreover, Quizalize (https://www.quizalize.com/) is also used in these lesson To take the quiz, students are required to use a web-enabled device and enter a unique code issued by the instructor The "show correct answer" option is switched off The gamified platform was explained to students in detail The procedure assigned members to one of two teams at random On the presentation screen, a team leaderboard was presented, along with the combined score for both teams Codes written by pupils were used to construct pseudonyms To earn a mark, students were required to complete the questions using their own web-enabled device Students were awarded points for each question they correctly answered in a reasonable period of time.
Sample and sampling procedures
According to Cohen et al (2007), convenience sampling is suitable for a particular group in a small-scale study, and convenience sampling is not challenging to set up Therefore, the researcher opted for a convenience sampling method in this study
The study involved 84 fourth- and fifth-grade students from Viet Anh Primary School, drawn from three classes—two pre-A1 and one A1 They were nine to ten years old and had spent at least three years studying English as part of compulsory education These students were chosen because they had substantial English-learning experience compared with younger peers The majority came from affluent families, which afforded them early exposure to English and potentially helped them articulate their learning experiences, challenges, and successes English is a mandatory subject for all participants In response to the research questions, the 84 students participated, and semi-structured interviews were conducted at the study’s conclusion to obtain deeper data.
3 Time of self-study Less than 1 hour 49 58.3
Table 3.1 summarizes the participants' demographic characteristics across four main items: gender, grade level, enrollment in extra English classes, and time spent on self-study The study then discusses these demographic details in depth to provide a clear context for interpreting the results.
Gender: The total copies of questionnaire delivered to 84 4 th and 5 th graders; then, 84 copies were returned and collected by researchers As for gender aspect, the number of male students was 36 while that of female students was 48, which accounted for 42.9% and 57.1%, respectively Despite the fact that the difference between the gender numbers was not much, it was obvious that the number of females were slightly higher than that of males
Grade: The grade included 4 th and 5 th grade They made up of 57.1% and 42.9%, respectively This were because there is more convenience when surveying the 4 th grade students than that of 5 th ones
Time for self-study: The time for self-study was classified into 3 categories, including less than 1 hour, from 1 to 2 hours, more than 2 hours The respondents tended to spend less than 1 hour per day for their self-regulated learning, with the frequency of 49, making up of 58.3% It was followed by from 1 to 2 hours, with frequency of 26, accounting for 31% 9 students, making up to 10.7%, spent more than 2 hours for their self-study
Learning at extra English class: The participants in this study tended to attend the extra English classes More than two-thirds of the students studied English at an extra English class with the frequency of 66, accounting for 78.6% Only one-thirds of the students did not attend extra English class with the frequency of 18, accounting for 21.4% In short, the students who studied at extra English class was higher than those who did not.
Research instruments
A research instrument is the tool researchers use to collect information In this study, data for the two research questions were gathered through a mixed-method approach that integrated quantitative and qualitative methods Data were collected using a close-ended questionnaire and a semi-structured interview The researcher controlled all aspects of the questionnaire and guided its administration to participants, while participants were fully informed about the study’s aim and given discretion in how they completed both the questionnaire and the interview Before deployment, the validity and reliability of the questionnaire and interview questions were confirmed by an expert in English-language studies.
According to Crouch and Housden (1996), questionnaires are research instruments that collect information from a sample population by asking a series of questions A questionnaire was the most common method of obtaining information from participants willing to participate in the study (Orodho, 2008) The researcher chose the questionnaire because it enables a large number of people to be surveyed with minimal effort and time The questionnaire can be sent in various ways, and it is quickly delivered via postal service, e-mail, or physical distribution Additionally, because questionnaires are anonymous, respondents can provide candid responses without fear of being abused
The questionnaire comprises three sections: Part I, Part II.A, and Part II.B Part I collects demographic data with two items, including gender and age Part II.A, the EFL Students’ Attitudes Questionnaire, is adapted from Khalid (2012); for the Vietnam study, its items were updated by replacing all nouns in the original Khalid (2012) items—“instructional games”—with “gamified English learning activities.” Part II.B assesses EFL learning engagement and is adapted from Chans and Castro (2021).
In part II.A and part II.C, participants were required to complete a questionnaire consisting of 26 items for two parts on a five-point Likert scale Viet Anh Primary School’s EFL students' engagement and attitudes towards gamified English learning activities were polled, and they responded with a score of '5' for Strongly Agree (SA), a '4' for Agree (A), a '3' for Neutral (N), a '2' for Disagree (D), and a '1' for Strongly Disagree (SD) Since this study seeks to investigate respondents’ attitudes and engagement comprehensively, the researcher would like to arrange the second part into 03 categories subsequently: firstly, the design of cognitive statements aims to study students’ ideas, thoughts, and perspectives in gamified English learning activities Besides, the design of the affective items seeks to explore students’ feelings and emotions toward gamified English learning activities The third category is related to the behavioral items of joining gamified English learning activities
Table 0.2 Structure of the questionnaire
Types of items Number of items Code of items/ statements Part I Background information 4 I1, I2, I3, I4
Cognitive attitude 5 A1, A2, A3, A4, A5 Affective attitude 4 A6, A7, A8, A9 Behavioral attitude 4 A10, A11, A12, A13
Behavioral engagement 5 B1, B2, B3, B4, B5 Cognitive engagement 4 B6, B7, B8, B9 Affective engagement 4 B10, B11, B12, B13 Furthermore, in order to acquire the most reliable findings possible, the questionnaire was translated into Vietnamese so that the students would have no difficulty understanding the questions and answers The researcher's supervisor then previewed the questionnaire Aside from that, the researcher tested the questionnaire with a different group of students before distributing it to the group of participants Responses to questionnaires were given directly to the researcher, allowing for more excellent follow-ups and further discussion between the researcher and respondents on areas that were in need of clarification Respondents' confidentiality was protected throughout the research process, resulting in more exact and credible information from respondents overall The participants were told of the study's goal, the significance of their contributions, and their safety would be assured throughout the investigation
Toward the end of the study, semi-structured interviews were done in order to get more detailed information A semi-structured interview is one in which the interviewer does not adhere to a rigorous schedule Rather than asking every question, the interviewer uses open or broad questions to allow the dialogue to unfold naturally The arrangement and sequence of the questions in the semi- structured interview are guided by ongoing responses of the interviewees to the issues asked It was agreed that interviewees' consent was obtained before the interviews were recorded and performed in Vietnamese (the native language of students) For the sake of legitimacy, the author's supervisor oversaw the preparation and testing of all questions 5 participants took part in the interviews of this research.
Data collection procedures
To address critical research instrument concerns such as validity, reliability, and objectivity, the questionnaires and semi-structure interview questions were pre- tested before administering the sample To begin, a questionnaire and semi- structured interview questions were provided randomly to five of these participants' friends It aims to draw attention to any confusing or poorly phrased questions in the questionnaire and interview and assess whether the participants' instructions were clear This was done one week before the start of the actual research study to enable sufficient time for the researcher to make any required adjustments to guarantee the research was legitimate The researcher would then consider amending the questionnaire and semi-structured interview questions as appropriate
Between the beginning of September and the end of November of the academic school year 2021-2022, data would be gathered 84 questionnaires were distributed to 84 fourth- and fifth-grade students to collect data The respondents were given three days to complete the questionnaire The researcher organized a single day for questionnaire distribution and another for data collection, avoiding many encounters that would have squandered valuable time The semi-structured interview were conducted with 15 respondents to acquire qualitative data Each interview took between 10 and 15 minutes to reply to the interview questions in Vietnamese The interview's objective was made evident in advance The researcher recorded and examined the replies The material gathered during the semi-structured interview was analyzed using qualitative content analysis They would address issues about investigating EFL students' attitudes and identify their level of learning engagement towards gamified English learning activities at Viet Anh primary school All completed questionnaires were submitted anonymously to safeguard the protection of student data.
Data analysis procedures
The Statistical Package for the Social Sciences (SPSS® Version 20.0 for Windows) was used to analyze the data The data were initially sorted and quantitatively examined using means and standard deviations As previously mentioned, data is classified into two categories: quantitative and qualitative The mean ratings for EFL students' attitudes towards gamified English learning activities are as follows:
Semi-structured interview questions were used to collect qualitative data, which were translated into English solely for the purposes of the study After familiarizing themselves with and organizing the interview responses, the data were coded and recoded, then summarized and interpreted using a content-analysis approach Each interviewee was assigned a unique code ranging from S1 to S15, and their major expressions for the variables covered were jotted down on a sheet.
Reliability and Validity
The criteria for evaluating research instruments include their validity, reliability, and objectivity According to Fraenkel and Wallen, an instrument's validity must always be examined in the context of the researcher's ideas about certain places or themes (1996) In another sense, the researcher requires instruments to substantiate findings concerning the features of the subjects under examination (perceptions and attitudes)
The questionnaire was evaluated by the researcher’s supervisor The questionnaires were pre-tested before distribution to the sample to address crucial difficulties with research tools such as validity and reliability The researcher validated the data using closed-ended questionnaires, which minimized the possibility of respondents providing misleading information This was done to call attention to any confusing or badly stated queries and to determine whether the guidelines were clear
To determine the instrument's validity and reliability, the author used Cronbach's Alpha score SPSS analyzed the data to check the Cronbach's Alpha to ensure that the items were reliable According to Fraenkel and Wallen (2009), if the Cronbach's Alpha is greater than.700, the items are reliable The questionnaire was generally reliable, as evidenced by the fact that most Cronbach's Alpha tests for each item were greater than.700, as shown in Table 3.2
Number of items ATTITUDES TOWARD GAMIFIED ENGLISH LEARNING ACTIVITIES
STUDENTS’ LEARNING ENGAGEMENT IN GAMIFIED ENGLISH
The chapter described the study's design and rationale for selecting it, the samples utilized in the investigation, and the process through which research instruments were constructed The validity and reliability of research instruments such as questionnaires and semi-structured interviews were also explored in this chapter Questionnaires and semi-structured interviews were utilized to collect accurate data The following chapter focused on the analysis and display of obtained data, as well as the discussion of such data.