The impacts of gamification on teaching vovabulary to young learners in ho chi minh city ma

The study aimed to examine teachers' and learners' perceptions of gamification in teaching vocabulary, discover the language teachers' beliefs and practices of gamification in teaching v

VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY

UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES

FACULTY OF ENGLISH LINGUISTICS AND LITERATURE

-

THE IMPACTS OF GAMIFICATION ON TEACHING

VOCABULARY TO YOUNG LEARNERS

IN HO CHI MINH CITY

A minor thesis submitted to the Faculty of English Linguistics & Literature

in partial fulfillment of the Master’s degree in TESOL

By

HO TRUC CHI

Supervised by

TRAN THI MINH PHUONG, Ph.D

HO CHI MINH CITY, MAY 2021

STATEMENT OF AUTHORSHIP

I hereby certify my authorship of the thesis submitted today entitle:

THE IMPACTS OF GAMIFICATION ON TEACHING VOCABULARY TO

YOUNG LEARNERS IN HO CHI MINH CITY

in terms of the statement of Requirements for the Thesis in Master’s program issued by Higher Degree Committee The thesis has not been submitted for the award of any degree or diploma in any other situation

Ho Chi Minh City, May 2021

Hồ Trúc Chi

RETENTION AND USE OF THE THESIS

I hereby state that I, Hồ Trúc Chi being the candidate for the degree of Master in TESOL, accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the library In terms of these conditions, I agree that the origin of my thesis deposited in the library should be accessible for the purpose of study and research, in accordance with the normal conditions established by the library for the care, loan, or reproduction of the thesis

Ho Chi Minh City, May 2021

Hồ Trúc Chi

ACKNOWLEDGEMENTS

I would like to express my deepest and sincerest gratitude to my thesis supervisor, Dr Tran Thi Minh Phuong, who has provided helpful guidance, precious comments, and strong support in developing and completing this thesis Her dynamism, vision, sincerity, and motivation have deeply inspired me She has taught me the methodology

to carry out the thesis and to present the thesis works as clearly as possible It was a great privilege and honor to work and study under her guidance I am extremely grateful for what she has offered me

I would also like to acknowledge my debt to colleague teachers at Vietnam USA Society English Centers and Dong Do English Centers who have helped and shared their valuable comments and teaching experience related to the scope of this thesis Besides, I am grateful to learners at the above-mentioned language center, especially those who have taken part in the questionnaire This thesis would not have been accomplished without their support

This thesis would not have been completed without the encouragement from my friends,

Dr Pham Tran Chi at Cho Ray Hospital and Dr Anh Cao at Harvard University for their mental health and psychological support

Last but not least, I would like to dedicate this thesis to my endlessly family members Their love and sympathy motivated me to complete this thesis

ABSTRACT

The application of gamification in language teaching is perceived to have mass appeal among the learners in stimulating motivation, learner engagement, and social influence, especially in teaching vocabulary This study attempted to present a summary of the findings of state-of-the-art literature in the emerging field of gamification within the educational sphere of language instruction The study aimed to examine teachers' and learners' perceptions of gamification in teaching vocabulary, discover the language teachers' beliefs and practices of gamification in teaching vocabulary to young learners, and determine the learners' opinions on how gamification affects their motivation The study used a mixed-methods design to analyze both quantitative and qualitative data of questionnaire for learners, questionnaire for teachers, and teachers' interviews to investigate the real nature of learners' and teachers' conditions in the classroom for vocabulary teaching The findings of this study indicated that gamification was practical and had an effective impact on vocabulary teaching The finding in the interview for teachers showed that gamification supported learners to develop their motivation, interaction skills, and their learning achievement in the classroom Additionally, the learners' responses in the questionnaire showed they had positive attitudes towards integrating gamification in teaching vocabulary Therefore, the application of gamification contains a vital role in learning and teaching English vocabulary in Ho Chi Minh City

Key words: Gamification, Vocabulary, Impact

TABLE OF CONTENTS

CHAPTER 1 INTRODUCTION 1

1.1 Background of the study 1

1.2 Aims of the study 3

1.3 Research questions 3

1.4 Significance of the study 3

1.5 Scope of the study 4

1.6 Structure of the study 5

CHAPTER 2 LITERATURE REVIEW 6

2.1 Vocabulary acquisition 6

2.1.1 Definition and the role of vocabulary in language learning and teaching 6

2.1.1.1 What is vocabulary? 6

2.1.1.2 The role of vocabulary in language teaching and learning 7

2.1.2 Factors influencing vocabulary acquisition 8

2.1.2.1 Learners’ motivation 8

2.1.2.2 Learning environment 8

2.2 Perspectives on teaching vocabulary 10

2.2.1 Techniques in using gamification to teach vocabulary to young learners 10

2.2.2 Principles of teaching vocabulary 11

2.2.3 Stages in teaching vocabulary 12

2.2.4 Difficulties in teaching vocabulary 14

2.3 Teaching vocabulary through gamification 14

2.3.1 What is gamification? 14

2.3.2 Related literature in teaching vocabulary through gamification 15

2.3.3 The typical components of gamification 18

2.3.3.1 Point 18

2.3.3.2 Rewards 18

2.3.3.3 Leaderboards 19

2.3.3.4 Progress tracking 19

2.3.3.5 Game-based learning platforms 20

2.3.3.6 Other game elements 20

2.3.4 The impacts of using gamification on teaching vocabulary 21

2.3.4.1 Motivating learners to learn vocabulary 21

2.3.4.2 Enhancing social interaction 21

2.3.4.3 Developing vocabulary knowledge 22

2.4 Describing young learners 22

2.4.1 Who are young learners? 22

2.4.2 Young learners vocabulary strategies 23

2.4.3 Attitude of young learners toward gamification 24

2.5 Conceptual framework 25

2.6 Chapter summary 25

CHAPTER 3 METHODOLOGY 27

3.1 Research questions 27

3.2 Research design 27

3.3 Piloting study 27

3.4 Research site and participants 31

3.4.1 Research sample of the teachers who answer the interview 32

3.4.2 Research sample of the teachers who answer the questionnaire 33

3.4.3 Research sample of the learners 34

3.5 Research instruments 34

3.5.1 Interview for teachers 35

3.5.2 Questionnaire for teachers 36

3.5.3 Questionnaire for learners 37

3.6 Data collection procedure 37

3.7 Procedure of data analysis 38

3.7.1 Qualitative analysis of interview data 38

3.7.2 Statistical analysis of questionnaires 39

3.8 Summary of the chapter 40

CHAPTER 4 DATA ANALYSIS, RESULTS AND DISCUSSION OF

FINDINGS 41

4.1 Responses to interview from the teachers 41

4.1.1 The purposes of teachers using gamification to teach vocabulary 41

4.1.2 The strengths and weaknesses of using gamification in teaching vocabulary 42

4.1.2.1 The strengths of using gamification in teaching vocabulary 42

4.1.2.2 The weaknesses of using gamification in teaching vocabulary 46

4.1.3 Teachers’ recommendations on the use of gamification in teaching vocabulary 48

4.2 Responses to the questionnaire from the teachers 50

4.2.1 Teachers’ opinions towards teaching vocabulary 50

4.2.1.1 The reliability of the questionnaire 51

4.2.1.2 Teachers’ opinions about the importance of vocabulary in language learning 52

4.2.1.3 Teachers’ opinions of the difficulties with the learner’s in learning vocabulary 53

4.2.2 Teachers’ opinions of applying gamification in teaching vocabulary 55

4.2.2.1 Game elements using in teaching vocabulary 55

4.2.2.2 Teachers’ opinions of the impacts of gamification on teaching vocabulary 57

4.3 Responses to questionnaire from the learners 62

4.3.1 Learners’ opinions of the vocabulary in learning English 62

4.3.1.1 The reliability of the questionnaire instrument 62

4.3.1.2 Learners’ attitudes toward vocabulary 63

4.3.2 Learners’ opinions of using gamification in learning motivation 66

4.3.3 The impacts of gamification on learning motivation and enhancing learners's vocabulary 69

4.4 Discussion 73

4.5 Summary of the chapter 75

CHAPTER 5 RECOMMENDATION AND CONCLUSION 76

5.1 Summary of main points 76

5.2 Conclusion 76

5.3 Limitations and recommendations for further research 77

5.3.1 Limitations 77

5.3.2 Recommendations for educational administrators 78

5.3.3 Recommendations for further research 79

5.4 Summary of the chapter 81

REFERENCES 82

APPENDICES 88

APPENDIX 1: INTERVIEW QUESTIONS FOR TEACHERS (ENGLISH VERSION) 88

APPENDIX 2: INTERVIEW QUESTIONS FOR TEACHERS (VIETNAMESE VERSION) 90

APPENDIX 3: QUESTIONNAIRES FOR TEACHERS (ENGLISH VERSION) 92

APPENDIX 4: QUESTIONNAIRES FOR TEACHERS (VIETNAMESE VERSION) 98

APPENDIX 6: QUESTIONNAIRE FOR LEARNERS (VIETNAMESE VERSION) 110

APPENDIX 7: INTERVIEW ANSWERING SAMPLE 115

APPENDIX 8: CRONBACH’S ALPHA OF THE QUESTIONNAIRE FOR TEACHERS 123

APPENDIX 9: CRONBACH’S ALPHA OF THE QUESTIONNAIRE FOR LEARNERS 124

APPENDIX 10: DETAILED DESCRIPTIVE STATISTICS OF THE QUESTIONNAIRE FOR TEACHERS IN EACH TYPES OF QUESTIONS 126 APPENDIX 11: DETAILED DESCRIPTIVE STATISTICS OF THE QUESTIONNAIRE FOR LEARNERS IN EACH TYPES OF QUESTIONS 130 APPENDIX 12: INTERVIEW QUESTIONS FOR TEACHERS OF THE PILOTING STUDY 136

APPENDIX 13: QUESTIONNAIRES FOR TEACHERS OF THE PILOTING STUDY 137

APPENDIX 14: QUESTIONNAIRES FOR LEARNERS OF THE PILOTING STUDY (ENGLISH VERSION) 143

APPENDIX 15: QUESTIONNAIRES FOR LEARNERS OF THE PILOTING STUDY (VIETNAMESE VERSION) 149

APPENDIX 16: INTERVIEW ANSWERING SAMPLE OF THE PILOTING STUDY 155

LIST OF TABLES

Chapter 3:

Table 3 1: Cronbach's Alpha for the learners' questionnaire in piloting study 30 Table 3 2: Cronbach’s Alpha for the teachers’ questionnaire in piloting study 31 Table 3 3: Distribution of sample by age group and gender of learners 34 Table 3 4: Distribution of teachers’ information for answering the questionnaire 33 Table 3 5: Distribution of teachers’ information for answering the interview 32

Chapter 4:

Table 4 1: Teachers’ purposes of using gamification in teaching vocabulary 42 Table 4 2: The strengths of using gamification in teaching vocabulary 44 Table 4 3: The weaknesses of using gamification on teaching vocabulary 47 Table 4 4: Teachers’ recommendations about the use of gamification on teaching vocabulary 49 Table 4 5: Reliability statistics of the questionnaire for teachers 51 Table 4 6: Teachers’ report on the number of words teaching 53 Table 4 7: Stages of the teaching process teachers think it will help motivate learners' vocabulary learning 55 Table 4 8: Teachers frequency of use of gamification in teaching vocabulary 56 Table 4 9: The duration of time teachers use gamification in teaching vocabulary 57 Table 4 10: Teachers’ opinions about the impacts of gamification on the teaching and learning environment 58 Table 4 11: Learners' ability to acquire vocabulary when applying gamification from teachers’ viewpoints 59 Table 4 12: Learners' motivation when experiencing gamification from teachers’ viewpoints 60 Table 4 13: Reliability statistics of the questionnaire for learners 63 Table 4 14: Learner’s perception of the importance of vocabulary in language

learning 64 Table 4 15: Learners’ opinions of desire to improve vocabulary knowledge 66

Table 4 16: Learners’ opinions of gamification enhances the learning experience 70

Table 4 17: Learners’ opinion of gamification enhances learning motivation 70

Table 4 18: Learners’ opinions of gamification helps to get better results 71

Table 4 19: Learners' opinions of using gamification in learning vocabulary 72

Table 4 20: Learners' opinions of gamification's prospect in learning vocabulary 72

LIST OF FIGURES

Chapter 2:

Figure 2 1: Conceptual framework 25

Chapter 3: Figure 3 1: Thematic network of the study 39

Chapter 4: Figure 4 1: Teachers’ opinions of the importance of teaching vocabulary and learning 52

Figure 4 2: Teachers’ opinions of the difficulties in teaching vocabulary 54

Figure 4 3: Game elements using to teach vocabulary 56

Figure 4 4: Learners’ ability to remember vocabulary after using gamification 61

Figure 4 5: The effectiveness of gamification in teaching vocabulary from teachers’ viewpoints 62

Figure 4 6: Learners’ opinions of the importance of vocabulary in language learning 65

Figure 4 7: Factors that assess the importance of learning vocabulary 65

Figure 4 8: The importance of gamification in vocabulary learning 68

Figure 4 9: The lesson stages learners want to apply gamification in teaching vocabulary 68

Figure 4 10: Learners’ opinions of gamification application’s frequency in classroom 69

LIST OF ABBREVIATIONS

1 HCMC Ho Chi Minh City

5 CLT

CHAPTER 1 INTRODUCTION

1.1 Background of the study

Currently, the demand for Vietnamese people to learn English is increasing That is the inevitable consequence of international integration and cultural exchange Our country

is gradually asserting its position globally with a robustly growing economy and an attractive investment market Every year, the number of foreigners coming to study and work in our country is increasing Learning English helps learners develop and better understand people, cultures, and career development in the future To meet that demand, English teaching activities are also more and more diverse In addition, there is much research on issues related to teaching English to learners Currently, these studies focus mainly on teaching methods of English as a foreign language Later, there are still many scientific conferences and research articles on many issues in this activity to enhance teaching and learning English more effectively When teaching English, vocabulary is one of the language system parts and has the primary importance in knowing a language English is taught as the major subject in elementary and high schools Similar to many other learners worldwide, young learners in Vietnam obtain new languages efficiently and easily, but they get bored and tired very quickly if the teacher is applying the old methods to teach them Also, when teaching vocabulary to young learners, especially for learners in the early stages, teachers and educators always find different methods of how to teach, deliver vocabulary to young learners efficiently, how to make learners remember words more prolonged, and how to help learners feel more interested in learning The big question is how to find an effective, scientific and reasonable solution for teachers to easily help learners memorize vocabulary more quickly and enjoy learning as a necessary and meaningful high practice To answer these questions and achieve great teaching goals, teachers must know how to find exciting approaches to teach their learners According to Harmer (2008), teachers should spend much time investigating, checking, and understanding how their learners think when teaching language to young learners Especially, teaching vocabulary for young learners is more complicated than teaching teenagers and adults because young learners are getting

distracted easily Furthermore, young learners usually enjoy recreational activities combined with classroom learning Therefore, teachers need to be very skillful in designing lesson plans to enhance motivation and ensure that learners are always interested in the lesson According to many different articles, research, and studies, gamification is one of the methods that can meet this requirement Gamification is a thinking tool that uses notes with colors and images to expand and deepen ideas, developed by scientist Tony Buzan in 1997, showing benefits in life Mainly, it can be applied to teaching and learning in general and teaching and learning Vietnamese in particular Both learners and teachers benefit when game elements are introduced in the classroom Besides, teachers may attain full educational results by utilizing games, especially when teaching vocabulary According to Harmer (1991), vocabulary is "the vital organs and flesh of the language skeleton." Vocabulary is an essential and indispensable part when learning any language Teaching vocabulary through game elements has become extremely important to any English learner because gamification maintains interest and passion for learning and encourages them to learn vocabulary creatively without fear

Gamification is a prospective issue that is generating a great deal of interest in today's education There has been some research on using gamification in Vietnam since 2010 However, there is a lack of a scientific summarise system, especially when placing gamification in the context of modern education It seems that it is a potential vacant land that needs to be explored and learned to develop the best solutions These studies will complement existing studies on the impacts of science and technology, especially gamification on education It is expected to effectively employ associations for vocabulary instructions through gamification that generated ideas for this study to be conducted

The thesis "The impacts of Gamification on teaching vocabulary to young learners in

Ho Chi Minh City" is also not out of this goal Through this thesis, the researcher hopes

to make some new and valuable contributions to the topic on a social phenomenon of the time of information technology 4.0 era

1.2 Aims of the study

The study was conducted to investigate whether integrating gamification instruction helps promote teaching vocabulary to young learners The researcher collected the learners' and teachers' opinions in the questionnaires and interviews so that gamified lessons in the future can be designed more logically and usefully From the above, there are three main aims of this study:

1 To understand the teachers’ perception about the impacts of gamification on teaching vocabulary to young learners

2 To discover the language teachers’ beliefs and practices of gamification in teaching vocabulary to young learners

3 To explore the learners' opinions towards gamification in learning vocabulary From the aim of this study, the hypothesis is that gamification can have a positive impact

on teaching vocabulary to young learners and make a big difference in the teaching style preferences of teachers in HCMC

1.4 Significance of the study

The world of gamification on vocabulary has been discussed in some research conducted abroad Currently, there is no in-depth research on gamification in Vietnam because this is a relatively new field Previous studies on gamification have shown

enhancement of learners' motivation, engagement, and vocabulary achievements However, there is no clear evidence of whether or not gamification improves vocabulary and abilities Also, there is not enough proof that teachers may achieve all the educational results by using game elements, especially when teaching vocabulary Therefore, this study provides a detailed analysis of the gamification domain on teaching vocabulary based on a mixed-method design Besides, this study explores learners' and teachers' attitudes toward the usefulness of integrating gamification into teaching vocabulary As a result, suggestions for future vocabulary lesson design can

be made In sum, the study's significance lies in its focus on the world of gamification

on learners' vocabulary teaching, which was not explored much before, especially in the context of Vietnam The study also presents the viewpoints of teachers and learners about the teaching procedure and prospects of gamification in the current study so that vocabulary lessons in the future may be more useful

1.5 Scope of the study

The study was conducted to investigate the impacts of gamification on teaching vocabulary to young learners at Vietnam USA Society English Centers (VUS) and Dong Do English Centers (Dong Do) The current study concentrates on the effectiveness of gamification instruction in teaching vocabulary and analyzing qualitatively and quantitatively data about the impacts of gamification in vocabulary teaching In addition to analyzing the teachers' interview answers, the researcher administered questionnaires to both teachers and learners to collect their opinions about the impacts of gamification on teaching vocabulary to young learners The responses from both teachers and learners in the questionnaires were quantitatively analyzed Based on findings from interview responses and questionnaires, some recommendations were made to teachers of English and course designers, course evaluators for vocabulary

at VUS and Dong Do

1.6 Structure of the study

This thesis is organized into five chapters

Chapter 1 presents the background to the study, theoretical issues about the role of vocabulary and gamification in teaching and learning, the aims of the study, and the scope of the study

Chapter 2 provides the literature of this study, which includes related studies in the field

of gamification, vocabulary, learning environment, learners motivation, and the effect

of gamification on teaching vocabulary

Chapter 3 describes research design which includes research questions, setting, participants and instruments, and research methodology, including collection procedure and analytical procedure

Chapter 4 displays findings from the teachers’ interviews results as well as teachers’ and learners’ answers in the questionnaires The findings are then discussed to draw suggestions on how to apply gamification to teach vocabulary effectively

Chapter 5 makes general conclusions from the findings and offers some recommendations for teaching and further research

CHAPTER 2 LITERATURE REVIEW

As mentioned in Chapter 1, this study's primary purpose is to investigate the impacts of gamification on teaching vocabulary to young learners The theoretical orientation for establishing a conceptual framework of the study is provided in the second chapter Initially, some key terms related to the research will be clarified This chapter will summarize some previous and more recent studies related to gamification on vocabulary learning That scrutiny highlights previous studies' achievements and limitations to justify the researcher's chosen research topic, thereby filling in previous studies' gaps

to Richard (2002:25), vocabulary is an essential element of language proficiency and provides considerably the basics about how well learners speak, listen, read and write Because of the limited vocabulary, learners cannot communicate with the ideas transmitted to them (Kufaishi, 1988) Thornbury states that vocabulary is beneficial for anyone who is studying a foreign language Learners need to master vocabulary knowledge in order to be able to develop other skills such as listening, speaking, reading, and writing In other words, vocabularies are developed in the functions of

each skill with different usage Laufer (1998) further affirmed the importance of word building, suggesting that the significant distinction between language learners and native speakers is lexical competence

From the definitions above, vocabulary is defined in many different ways It is a language component, the words of a language, including single items and phrases or chunks of several words that convey a particular meaning

2.1.1.2 The role of vocabulary in language teaching and learning

Vocabulary knowledge is very important for foreign language learners because communication will be significantly hindered if they have vocabulary limitations Learners cannot understand others or express their own opinions without sufficient vocabulary Researchers such as Laufer and Nation (1999), Maximo (2000), Read (2000), Gu (2003), Marion (2008), and Nation (2011), and others have found that vocabulary acquisition is essential Vocabulary is designed for the successful use of the second language It plays a vital role in forming complete written and spoken text Besides, learning vocabulary items play an essential role in all language skills (Nation, 2011) Jurnariati (2010) points out that vocabulary is the language's flesh while grammar is the skeleton Bromley (2002) states that vocabulary holds some crucial roles in the teaching and learning process Additionally, Wilkins (1972, p.111) writes that "while without grammar very little can be conveyed without vocabulary nothing can be conveyed." Therefore, each person should know a certain amount of vocabulary

so that they can use language effectively Besides, vocabulary knowledge is not only used for communication purposes but also used for writing purposes Schmitt (2000, p.121) emphasizes that "lexical knowledge is central to communicative competence and the acquisition of a second language." Beach, Sanchez, Flynn, and O'Connor (2015) point out that specific vocabulary instruction is necessary to enhance learners' success

in diverse and multiple classrooms where many learners are struggling readers Baker, Simmons, and Kameenui (1995) and Beck and McKeown (1991) discover that vocabulary instruction's objective is to build up learners' ability to interact and

interconnect within the language environment Their review of previous research once again reaffirms that vocabulary is important for learning

2.1.2 Factors influencing vocabulary acquisition

2.1.2.1 Learners’ motivation

Motivation refers to “the reasons underlying behavior” (Guay et al., 2010, p 712) It is well-known that motivation plays a significant role in initiating the learning process and completing tasks that promote competence According to Schunk et al (2008, 4),

“Motivation is the process whereby goal-directed activity is instigated and sustained.” Kapp (2012, 12) defines “Motivation as a process that energizes and gives direction, purpose or meaning to behavior and actions.” Gamification is effective in promoting learning (Annetta, Minogue, Holmes, & Cheng, 2009; Barab, Thomas, Dodge, Carteaux, & Tuzun, 2005; de Freitas, 2006; Ke, 2009; Liu et al., 2014; Moreno, 2007; Papastergiou, 2008; Van Eck, 2006), and are more motivational for learners than non-gaming teaching methods (Barab et al., 2005; Batson & Feinberg, 2006; de Freitas, 2006; Papastergiou, 2009) Gamification affects learners’ behavior, commitment, and motivation, leading to improved knowledge and skills (W Hsin-Yuan Huang, D Soman, 2013) Learning takes place within a meaningful context which allows for application and practice Besides, gamification, as a process that creates participatory learning experiences, is particularly appropriate to energetic learners and active learning Moreover, when applying gamification to teach vocabulary, this motivation is revealed and considered very helpful by every learner Therefore, when gamification makes seemingly mundane tasks more fun, using it appropriately can boost participation rates in learning courses, increase learners' motivation and even improve retention

2.1.2.2 Learning environment

The classroom environment is an essential factor that directly affects the learning process of learners A good classroom is when learners feel the classroom environment

is positive, it is a space where they feel safe and secure A positive environment is an integral part of learning When in a comfortable learning environment, learners will feel more effective, so acquiring knowledge will proceed better As we all know, today's learning is more than just the interaction and communication between teachers and learners Many studies have shown that young learners will observe and learn everything around them better if they are comfortable in their learning environment

In short and simple terms, a positive learning environment in the classroom is essential

as it enables learners to become explorers and increases learner autonomy in their learning A positive environment is where children can work as a team, celebrate each other's achievements and learn from mistakes It enhances learners' ability to learn and

be productive in the true sense of learning things independently

Creating a positive learning environment is an indispensable part of education It is a place where learners feel comfortable while studying Learners show their authentic, curious selves in a positive and nurturing environment and create the world with their unique and individual perspectives According to (Barck-Holst et al., 2015; Zaitseva et al., 2016), gaming technologies create and advance learners' time-management; coping with stress in learning This research shows that gamified elements can be entertaining and fun Besides, there is a good chance that English learners will lower their stress and anxiety levels during the lesson with gamification

According to Bayat, Kılıçaslan & Şentürk, (2014); Güler ( 2011), "gamification is an entertaining instructional method that allows for repetition in an environment which is fun to be for the learners." It encourages competition between learners and motivates them to be more active participants in the learning process Canbay (2012) argues that

"gamification offers learners opportunities for cooperation, competition and active participation in the learning process." Ding (2019) states that gamification promotes learners engagement in an online discussion environment According to (Hazne & Berger, 2007; Hennessy & Evans 2006), "cooperative learning is learners' common objectives by helping each other in small groups to learn." Engagement can be passed from the group activities in the learning process It is believed that game elements can foster the learners' ability to work cooperatively However, contrary to the hypothesis put forward by other researchers, like other teaching methods, gamification also has

some limitations in boosting learners’ motivation Coşkun (2012) states that "slow learners may be negatively affected in competitive environments if the classroom has too many outperformers or dominant learners." Adopting game elements will keep them motivated to compete for the top rank, so it will demotivate other learners Another disadvantage of the game element is that if the teacher designs the lesson using the harmful and destructive gamified elements, it will affect the learning goals, leading to the reduction of learners' motivation Ülküdür (2016) states that "games that do not match with learning objectives may fail to help learners achieve learning objectives." After considering the advantages and disadvantages of gamification for learners' motivation, both teachers and educators need to develop effective gamification by considering and designing the lesson and techniques in line with learners’ needs, learning objectives, and classroom atmosphere

2.2 Perspectives on teaching vocabulary

2.2.1 Techniques in using gamification to teach vocabulary to young learners

In teacher-preparation programs today, there is more attention to techniques for teaching vocabulary There are many reasons for this concern, such as scholars taking

a new interest in studying word meanings Some researchers have recently dealt with lexical problems (problems related to words) Today, professional journals, educators and teachers' meetings often reflect the current interest for more effective vocabulary teaching activities What is more, teachers are being given more support with teaching vocabulary than they used to receive One approach that has gained concentration in recent years is the concept of gamification - which applies game design elements in a non-game context For example, handing out badges or achievements to learners to motivate them to complete their tasks is similar to how players achieve on consoles when participating in digital games, or using various ‘checkpoints,’ ‘levels’ or other symbols of progression to give learners focus and proportionate bragging rights when they achieve it These gamification techniques work efficiently and effectively because they triggers real, powerful human emotions such as happiness, intrigue, excitement,

and accomplishment All around the world, companies, institutions, and household brands are using gamification with marvelous results.

2.2.2 Principles of teaching vocabulary

Vocabulary instruction is a vital component of any language program Research has shown that there is a strong correlation between vocabulary knowledge and reading comprehension Learners who possess limited vocabulary are at a higher risk of reading difficulties This has shown to exacerbate over time if not remediated through a well-rounded vocabulary-infused curriculum The teacher must consider the approach, design, and implementation of the vocabulary program carefully Therefore, providing appropriate guiding principles in vocabulary instruction would enable teachers to make knowledgeable choices in their classrooms best to meet the vocabulary learning needs

of their learners As for teaching vocabulary principles, it is essential to explain the meaning of words to young learners Likewise, it is imperative that teaching vocabulary

is consistent with the goals and aspirations of the learners There are many theories about principles to teach vocabulary According to Nation (2005), there are five principles in vocabulary teaching that are (1) maintain simple and easy-to-understand vocabulary teaching, limit the interpretation of words in a complex way, (2) relate present teaching with past knowledge to be able to display a pattern (3) using teaching

by presenting both oral and written words (4) paying attention to words that learners only partially know (5) tell learners to pay attention to frequently used words (6) do not include less obvious words with the learned word as synonyms, antonyms Lastly, according to Graves (2006), providing a rich vocabulary experience for learners, teaching vocabulary learning strategies are great frameworks for if learners want to succeed in vocabulary learning In general, it is plausible that vocabulary plays an important role in language use It is the heart of language skills and functions as a basis for communication, reflecting social reality, emotion booster, and academic ability predictor It suggests that vocabulary teaching has to be simple, frequency-based, and the teacher should have a deeper understanding of the principles of teaching vocabulary, breadth and depth, and teaching and vocabulary mastery

2.2.3 Stages in teaching vocabulary

According to Doff (1988), there are three main stages for teaching vocabulary: presentation, practice, and production

The first stage is presentation, and the teacher begins the lesson by presenting new

words, explaining the meaning of the words, teaching pronunciation, and giving instruction on how to use words in appropriate contexts

The second stage is practice This stage aims to provide opportunities for learners to

practice using the new words in a controlled way They drill the new words by repeating after the teacher and the whole classroom or individually until they can say them correctly Other practice activities ask and answer the questions, complete sentences or dialogue, using the target language Practice can be oral or written

The third stage is the production stage, which allows learners to practice the language

more freely In this stage, learners can produce something as a product on their own For example, they can talk or write about anything related to their purposes or talk about similar situations suggested by the teachers

Different from the above points, according to Shannon Sensei above esl-to-kids.com/esl-vocabulary.htm) on May 10, 2012, teachers have to experience five stages when teaching English vocabulary to children, those are:

(http://www.teach-Repeating the teacher: At this stage, the learners are not familiar with the vocabulary,

so teachers use different ways to help learners memorize words The teacher repeats the vocabulary and asks the learners to repeat it This will make them feel comfortable and enjoyable as they learn words Teachers can use game elements to motivate learners to repeat words by dividing teams, dividing groups to compete, or giving feedback with their pronunciation

Recognizing the new words: At this stage, learners can associate vocabulary with

pictures; however, they cannot confidently say words alone Teachers can support learners by doing exercises such as matching words, filling in words, and finding the odd-one-out with game elements' support

Speaking alone, with prompting: At this stage, learners feel confident enough to say

the word independently, but they sometimes still are afraid of saying the wrong word Teachers can help them solve this problem by reminding them to find the right vocabulary to say After repeating it many times, they will be confident enough to say the word

Speaking alone, without prompting: At this stage, learners feel confident enough to

understand words they learned clearly and can say the word out loud without prompting from the teacher

Using the word in a sentence At this stage, learners know the vocabulary and can start

to use the words in simple sentences easier and more confidently (e.g., "It is a cat", "I like a picture," or "he is my brother " )

Easier and more confident (e.g., "It is a cat", "I like a picture," or "he is my brother" ) Based on teaching vocabulary at VUS, Dong Do, teachers often apply gamification to teach vocabulary Below are some techniques used by teachers:

Stage 1: Teacher reviews vocabulary of old lessons for learners

Stage 2: Before the teacher starts a new lesson, the teacher often uses warm-up activities

by introducing issues around the lesson's topic This will help the learners enter English lessons comfortably, naturally, and eagerly, and understand the entire lesson's general idea for that day

Stage 3: Teacher starts teaching vocabulary and motivates and encourage learners Stage 4: The teacher asks learners to repeat the vocabulary

Stage 5: Teacher assigns learners to do exercises related to the vocabulary they have

just learned

Stage 6: Teacher comments, feedback to the learners as an evaluation

Stage 1 and stage 2 are usually considered presentation stages, stage 3 and stage 4 are considered practice stages, stage 5 and 6 are considered production Teachers will use different stages of work depending on the class situation and the learners’ level Therefore, each teacher will have a different way of preparing a lesson plan at home

2.2.4 Difficulties in teaching vocabulary

Teaching vocabulary is a significant thing to help the learners in mastering English; however, in the English teaching-learning process, there are many problems with teaching vocabulary, and the learners face various problems in learning vocabulary as well English vocabulary is complex, with four main aspects: form, meaning, use, and layers of meaning connected to individual words' roots (Nation & Meara, 2010) Teaching vocabulary is not just about words; it involves lexical phrases and knowledge

of English vocabulary According to Thornbury (2000, p 27), pronunciation, meaning, spelling, connotation are some factors that make vocabulary difficult for young learners

It was found that almost all learners have difficulties pronouncing the words, writing, spelling, and applying the grammatical pattern precisely Besides, it is supported by Haryanto (2007) that the different grammatical forms of a word were among the causes

of learners' difficulties in learning vocabulary

What is more, learners find it challenging to choose the correct meaning for the word They sometimes feel the same meaning of the word, e.g., how to use the word "do,"

"make." Therefore, they also have difficulty guessing the meaning of words in different contexts Overall, there are many different problems and difficulties for learners in learning English vocabulary If teachers know these pitfalls and how to avoid them, every aspect of their English teaching will improve

2.3 Teaching vocabulary through gamification

2.3.1 What is gamification?

The past two decades have seen many people use interactive gamification practices to promote the desired behavior Some visionaries, such as game designer Jesse Schnell have predicted the prevalence of game-element adoption in the future, then everything

in everyday life is gamified, from brushing teeth to exercising or working Likewise, gamification affects areas like education, active participation, youth work, and more Before determining how gamification can help improve the knowledge, capacities, and

interests of young people globally, the concept of gamification must be interpreted correctly according to experts or authors in the field of games and simulation To understand the meaning, functions, and classification of this concept, it is first necessary

to accept the term "gamification" is unlike the term "game." Like serious games, gamification is the application of game elements for purposes other than their expected use for entertainment (Deterding, Khaled, et al., 2011; Deterding, Sicart, et al., 2011) The boundary between game and gamification is blurry, personal, subjective, and social (Deterding, Khaled, et al., 2011) Conceptually, gamification can be understood as

"using game design elements in non-game contexts, not just pure entertainment, but not too serious." The goal of gamification is to increase productivity and work efficiency This is a need that pure games do not have The concept of using gamification is also different from using games for learning purposes If a game learning environment uses many different games in the learning process, then gamification turns learning into a game Furthermore, it should not be understood that gamification only relates to digital technology because game elements can be built in many different ways in addition to using digital media

2.3.2 Related literature in teaching vocabulary through gamification

Most of the gamification studies described the positive effects of gamification in an online context on the promotion of academic dissemination (Aldemir et al., 2018; Ding

et al., 2018, 2017; Kuo & Chuang, 2016; Mekler et al., 2017; Tsay et at., 2018) In addition, the most frequently used keywords in the reviewed articles were 'motivation' and 'engagement.' This implies that motivation and engagement were the main focus of research within this framework Learners state that they can learn more efficiently and funny by doing some activities with their classmates in a comfortable environment These research findings support the previous studies (Angelova & Lekova, 1995; Chan

& Lin, 2000; Jiang, 2008; Kuo, 2008), indicating that learning with game elements is a helpful technique for raising learners' motivation and vocabulary acquisition According

to (Bayram et al., 1999), gamification can help create a better learning environment Learners will enjoy expressing motivation, learning from experience, relaxing, and

finding solutions to problems Likewise, Muntean (2011) suggested that learners exhibit

a very positive attitude towards gamification Learners always feel excited when they receive positive feedback from the teacher Polat (2014), Gibson and his colleagues (2015) also showed similar research results It is stated that games made learners display

a positive attitude toward success Besides, (Jones 2001) pointed out that related activities will increase communication, social interaction and help learners develop more comprehensively through dynamic game elements In this sense, organizing educational games or learning through entertainment will provide many learning benefits for learners According to (Bayat, Kılıçarslan & Şentürk, 2014), the educational game will make learners become active when participating, even shy learners Other studies have provided the positive effect of games' environments (Aycan

gamification-et al 2002; Karamustafaoğlu & Kaya, 2013) According to Insley & Nunan (2014), gamification can provide more professional and less costly experiences than real-world experiences It gives learners a mastery experience when learners interconnect in a gamified environment It is guessed that each learner would have more learning opportunities with gamified learning than the traditional classroom environment because gamification allowed learners to participate all the time in the classroom In contrast, the teacher usually calls learners to answer questions or repeat vocabulary in the traditional classroom, leaving other learners waiting or doing things less interesting than gamification offers However, most articles failed to provide a theoretical explanation of the link between gamification and motivational consequences or other positive parts and engagement, learning performance, self-efficacy, and social collaboration and cannot prove the level of achievement in learners' development According to B Kim (2015a), a gamification implementation based on external motivation, such as prize, money, and trophy, may not be a long-term solution for keeping learners motivated for an prolonged period of time Research conduct show that extrinsic motivation (factors like prize, money, trophy) does not tend to generate long-term commitment and prolonged motivation In reality, gamification is designed

to motivate learners extrinsically which has a trend to have a sustainable detrimental

effect since it can impair learners' intrinsic motivation to learn (Deci & Ryan, 2013) In

line with this, previous studies have addressed that gamification techniques may not

necessarily offer the best learning outcome to the learners (Ding, Er, & Orey, 2018; Van Roy & Zaman, 2018) Mekler, Brühlmann, Tuch, and Opwis (2017) find that gamification does not improve learners' scores remarkably Most of them are strange with the set of rules controlling by gamification Still, many previous studies have shown that technological knowledge is another aspect of reducing learners' performance when taking part in gamified activities According to (Ding, Kim, & Orey, 2017), some learners engage in the gamified learning activites are noticed to need more time to be aware of the gamification operation and procedure, especially with e-platform learnings such as Quizizz, Quizlet, Kahoot! Many previous studies have reported that learners' lack of knowledge with the gamification approach as the main reason for not finishing the activities (Butler & Bodnar, 2017; Kim, 2013) According to the other previous studies, there are still a lack of research to determine the level of vocabulary achievements amongst learners when applying gamification in teaching activities Last but not least, the current shortage of theories in gamified instructional design states that further work must be conducted to discuss the theoretical foundations of gamification

in education (Landers et al., 2015) For that reason, this study argues that applying specific gamification techniques may impose favorable and unfavorable consequences

on learners' learning

To sum up, using gamified elements to teach young learners can boost learner motivation, confidence, and vocabulary acquisition Gamification promotes success for learners and helps them reach their learning goals more quickly However, despite the positive effects demonstrated by the use of gamification techniques in education on learners' behavioral and learning outcomes, several challenges need to be addressed, such as learners' unfamiliarity with gamification and its strategies, learners' frustration and loss of self-confidence, teachers' instruction, time management, technology-based gamified activities Therefore, successful gamified learning activities should be designed appropriately to ensure learners acquire the experiences and practice their need

to develop and progress in their learning tasks fruitfully

2.3.3 The typical components of gamification

2.3.3.1 Point

Brewer et al (2013) assume that points are numerical values used to evaluate the learning performance of learners in the game and non-game contexts The potential of points is to use the earning capacity of point-based systems, as shown in the research of Aşıksoy (2017) According to Kuo and Chuang (2016), the point-based system could support teachers to create a positive competitive learning environment to engage, motivate, and encourage learners Many previous studies have addressed point-based systems' potential in increasing learners' motivation (Diniz, Silva, Gerosa, & Steinmacher, 2017; Wang & Lieberoth, 2016) From the above literature results, this study predicts that using scores to evaluate learning performance can help create a happy, competitive environment It is supposed to motivate learners to join regularly

in order to receive more points Such practices can also help minimize an instructor's role, which is critical for fostering learner-centered learning

2.3.3.2 Rewards

The idea of using game mechanics to drive participation and engagement primarily by using extrinsic motivation is worth consideration because research shows that using extrinsic rewards may have a significant positive effect on learners Bowen (2002) argues that reward is given or received in return for success or achievement Gamification fosters feelings of competence (i.e., self-efficacy) through feedback and rewards and supports feelings of relatedness through social connection, competition, and cooperation (Bleumers et al., 2012; Ryan, Rigby, & Przybylski, 2006 ) According

to Mandal & Dalal (2006), the reward has received much importance and captured the

attention of organizational managers, researchers, and educators In teaching, teachers consider different things as rewarding, depending on learners' intrinsic needs, values and goals Game elements and rewards serve as a starting point to understand the effectiveness of gamification The reward is offered to learners for their

accomplishments, such as bonuses, appreciation, and certificates of achievements This factor also plays a vital role in maintaining the motivation of learners in the classroom

2.3.3.3 Leaderboards

Seaborn & Fels (2015) state that leaderboards refer to the use of electronic boards to display learners' ranking in a competitive learning environment Using leaderboards in the classroom will help learners promote and change learners' learning attitudes by creating a competitive classroom environment Schreuders & Butterfield (2016) think that leaderboards will help learners maintain motivation in learning Besides, the leaderboards have pretty valuable features; namely, they can track their classmates 'achievements, stimulating learners' learning process by creating competition among learners According to (Ding et al., 2018; Kim et al., 2016), the leader boards also increase learners' engagement in the classroom When applied in the classroom context, the benefits of leaderboards will help increase interaction amongst learners while they are discussing class topics, which helps increase vocabulary for learners

2.3.3.4 Progress tracking

Progress tracking is a necessary element of gamification (Šćepanović, 2015) According

to Raymer (2011), one of the most effective ways to use this mechanic in gamification

is through character upgrades or progress bars Progress tracking will serve as a feedback element when applying in an educational context, and it is usually represented graphically This gamification element can be considered a great illustration of the extent of work for learners to complete a task This method also offers downloadable responses, often in a spreadsheet format, for tracking and monitoring Teachers can monitor learners and store information in a digital portfolio Hence, this game element lets learners know how much progress they have made It is essential to measure progress at multiple levels according to the different course topics and modules

2.3.3.5 Game-based learning platforms

Kahoot!, Quizizz, Quizlet, Flipgrid, Edpuzzle, Padlet, Live Worksheets, Blooket, are online multiplayer real-time quiz games that allow learners to track their learning activities engagingly and dynamically Garton, Sue and Fiona Copland (2018) state that applications are more suitable for young learners than traditional language teaching tools because apps often have beautiful layouts, clear designs, user-friendly interfaces, and eye-catching graphics In addition, apps are designed with the function of tracking the learning progress of learners, then rewarding learners who rank up These apps can

be used as a stand-alone program for learners outside the classroom or as a tool for teachers to widen classroom teaching activities According to (Wang, Zhu, and Saetre 2016), using a game-based platform was rated as more attractive, motivating, and competitive than traditional games or paper puzzles Learners said that they feel delighted and pleased when they experience these real-time game-based platforms Learners also love using these platforms on their electronic devices Especially, young learners noticed these game-based learning platforms are active learning technology because it is fun, competitive, and immersive These platforms still promote young learners' participation, enjoyment, and immersion in the learning process This will also help maintain learning achievement to make sure learners will be equipped with excellent skills to face the challenge of learning and memorizing vocabulary

2.3.3.6 Other game elements

Other gamification techniques, such as levels, leaderboards, badges, feedback, progress bars, have been used either alone or along with other gamification techniques mentioned above According to Çakıroglu et al (2017), using a combination of game elements had

a relatively positive motivational impact on engagement Ding et al (2018) state that the badges, reactions, leaderboard, and progress bars seem to have many direct and indirect impacts on learners' behavioral, cognitive and emotional engagement Huang

et al (2019) give a conclusion that learners in the gamified flipped-learning group had better scores on post-course tests than those in the non gamified flipped-learning group

Thus, the utilization of specific gamification techniques can help promote different learning behaviors and outcomes

2.3.4 The impacts of using gamification on teaching vocabulary

2.3.4.1 Motivating learners to learn vocabulary

Gamification has been discovered to engage and motivate learners in the classrooms According to Hamari, Koivisto, and Sarsa (2014), "gamification has been a trending topic and a subject of much hype as a means of supporting user engagement and enhancing positive patterns in service use, such as increasing user activity, social interaction, or quality and productivity of actions " (p 83) Engagement and motivation are closely related to the gamification principles When gamification appears in a classroom, encouragement and motivation come up Besides, gamification makes learners feel more confident and comfortable when studying Stott and Neustaedter (2013) state that "game design in the curriculum allows learners a freedom to fail within the educational context." Learners are comfortable and free to test theories and hypotheses during gamification while still creating a learning environment that encourages creativity Likewise, they can also learn from trial and error

2.3.4.2 Enhancing social interaction

Social e-learning is a process when learners achieve their learning goals through social interaction in the classroom In such an environment, connectedness and interactivity try to satisfy learners' basic innate needs such as autonomy, competence, and relatedness, leading to increased motivation Gamification presents a solution to engage users and motivate their activities in learning It has been incorporated into numerous domains to create strong connections between users and environments Theories and practices of gamification in social e-learning have been discovered, showing positive emotional and social impacts According to (W Hsin-Yuan Huang, D Soman, 2013), activities requiring interaction with other learners are the social element of training, they

make learners a part of a big learning community, and their results are public and visible (such as leaderboards) Thus, gamification is more effective when learners are motivated with meaningful social interaction

2.3.4.3 Developing vocabulary knowledge

Nation (1990) states that learning vocabulary requires 5 to 16 exposures However, many learners only know and depend on vocabulary drilling, which is a common way

of learning English vocabulary for most Chinese learners According to Yue (1991); Deng & Hu (2007), such a learning style will make learners feel bored and less interested in learning vocabulary Therefore, teachers need to find suitable methods to help learners remember new vocabulary in a fun and effective way Besides, the application of gamification stimulates learners' ability to remember vocabulary higher Some learners can initially memorize a word's definition and then ultimately utilize it correctly in contextual sentences According to Penuel (2006, p 332), he states that "the challenge for educators is to move from basic surface-level use of technology to the more integral use of technology in enhancing learning." When gamification is introduced as a learning tool in the classroom, there is a great excitement built up well,

so the motivation of learners is higher

2.4 Describing young learners

2.4.1 Who are young learners?

The term young learner refers to the learners of preprimary and primary school age (Richards & Schmidt, 1985) The young learners are the learners of the elementary school from the age of 6-12 years old They can be subdivided into two groups: the younger group, ' 6-8 years old, and the older group, ' 9-12 years old' As Nunan (2010) points out, the term young learners encompasses a lot of "chronological age span," from

3 to 15 years old As we can see, children will have different cognitive and social characteristics at different ages, so strict classification of age will not be quite useful

The nature of the young learner does not seem too much different from each nation, and this recommends that the same general psychological and methodological principles hold good for teachers of the youngest children wherever they are (Broughton et al., 1978) According to Pinter (2006: 84), at this age young learners are not interested in thinking about language systems or applying them in the structure of language They are only interested in language as a whole by learning through singing songs, storytelling, and playing games Zanón (1992: 100-101) thinks that it is essential to use meaningful teaching methods for children in learning English According to him, if meaningful learning is applied, the new knowledge will be stored in the young learners long-term memory

2.4.2 Young learners vocabulary strategies

To master English skills, learners need to know the vocabulary of that language Therefore, young learners should notice some language elements such as pronunciation, spelling, structure, and vocabulary According to (Cameron 2001), learners need to know at least 2000 words to speak and write English In this section, how to learn vocabulary and how to teach vocabulary will be discussed briefly Some approaches could be used to teach English vocabulary to young learners Using real realia so learners can visualize is one of the best ways to teach vocabulary Besides, teachers should motivate their learners to communicate and speak English using the Communicative Language Approach (CLT), focusing on language meaning in the context Another method is to use the direct method when the use of the mother tongue

is forbidden in class Generally, there are many other interesting methods to teach vocabulary; however, using game elements to teach vocabulary to young learners will help learners remember words faster and longer

By using game elements to teach vocabulary meaningfully, young learners will learn vocabulary faster instead of learning by heart from word to word by translating English words into Vietnamese Besides, many learners cannot learn words but remember them for a long time To solve this problem, teachers should note that some learners like to form groups and study in groups, which will make them study better Besides, young

learners, because they are young, learn better when they feel comfortable and without pressure According to (Williams 1991: 204), children will learn more if they have a positive attitude towards what they are doing and if they want to do it Broughton et al (1980: 170) also think that no child should feel pressed to learn Therefore, using game elements will positively affect the learning environment, helping them learn vocabulary more rapidly and more successfully

2.4.3 Attitude of young learners toward gamification

Gamification is used to support young learners in their language learning process Game elements make the classroom more fun and animated According to Muntean (2011),

he emphasizes that learners display a positive attitude towards gamification, and gamification fosters learner motivation and generally helps learners receive positive feedback during the teaching process (Wright, Betteridge, & Buckby, 2005) recognize that gamification creates an atmosphere of meaningful communication where young learners communicate before, during, and after the game (Bayram at Al., 1999) assist that games enable a child to build relationships with the environment, express emotions, gain experiences, have a good time, relax and find solutions to the problems

Thanks to gamification's positive effects on the learning environment, learners thrive, both physically and mentally Therefore, when exposed to game elements in the classroom, learners feel very excited Learners often ask the teacher to apply as many game elements to each class (Sarı and Altun, 2016) highlight that game elements have always been a tool that draws the attention of many people Therefore, gamification has

an integrated function when it comes to creating community Moreover, learners’ collaboration provides different results and learning process discussions and additional responsibility for working on a common goal The more learners working together, the more they can achieve to create total strength well suited In general, gamification in a group can be fun and less stressful, allowing experiencing other learners' experience

2.5 Conceptual framework

To support this study, some of the theories need to be considered The first theory involves teachers using gamification in teaching vocabulary Some authors, led by Lewis (1997), argue that vocabulary should be at the center of language teaching Therefore, the aim of gamification in teaching vocabulary is to increase social interaction as well as motivate learners In addition, gamification creates a more positive and healthy learning environment Besides, there are several aspects of strengths and weaknesses that need to be considered when applying gamification to teach vocabulary From the advantages and disadvantages during the application, teachers will have appropriate suggestions as well as recommendations to maximize the potential of gamification for teaching vocabulary in particular and education context in general

Figure 2 1: Conceptual framework

2.6 Chapter summary

In this chapter, the researcher has highlighted many different gamification elements to teach vocabulary to young learners The literature reviews have pointed out many benefits of gamification in motivating and engaging learners in learning foreign languages despite the barriers that could prevent the use of this approach by teachers This chapter also clarifies that the stages and techniques are appropriate in applying

gamification to teaching vocabulary to young learners Therefore, the use of levels, badges, points, leaderboards, and progress tracking elements are described very carefully and pointed out as effective in an educational context These game elements have the ability to foster engagement, drive attention, and enhance learning achievements In addition, the model of the conceptual framework for gamification in teaching vocabulary is introduced in this chapter to provide a comprehensive view of what makes a game entertaining and engaging This conceptual framework has shown factors such as teaching strategies and methods of how to apply gamification in vocabulary teaching that is both effective and relevant to the education context of HCMC In short, gamification is identified as a real opportunity to improve the language learning ability of learners In the following section, the study will investigate in more detail through the methodology of how to conduct the research