The employment of gamification to engage learners in ielts preparation course ma

38 4.1.2 Learners’ views towards activities using gamification in IELTS preparation course .... 48 4.2.3.2 Learners’ views towards activities using gamification in IELTS preparation cour

INTRODUCTION

Background to the study

The International English Language Testing System (IELTS) has gained popularity among Vietnamese English learners due to the growing need for certification This test evaluates candidates' Listening, Speaking, Reading, and Writing skills, essential for those aiming to study or work in English-speaking environments Achieving specific band scores is crucial for undergraduates to complete their degrees, while high school students can benefit by skipping English in the national exam or gaining admission to local universities Consequently, an increasing number of young learners are enrolling in IELTS preparation courses, particularly those with lower band scores.

Many learners, particularly teenagers and those at lower levels, struggle with engagement in IELTS preparation courses, which typically begin at target band scores of 2.5-3.0 While some progress to higher-level courses, many find the lessons unexciting or stressful Additionally, self-study outside the classroom is essential for success in these courses, making learner engagement a critical factor.

This study focuses on enhancing learner engagement in IELTS writing lessons, as research indicates that writing band scores are typically lower than those for other skills Notably, Vietnamese learners, with the exception of those who have participated in international assessments like the Cambridge Key English Test, often struggle with writing proficiency.

The Preliminary English Test offers limited opportunities for practicing essay writing skills in comparison to grammar, reading, and listening Consequently, enhancing writing skills, particularly in crafting academic essays, should be a primary focus in IELTS preparation courses Furthermore, increasing learner engagement in writing activities is crucial for the success of these IELTS preparation programs.

Recent studies have explored methods to enhance learner engagement and achieve educational outcomes, with gamification emerging as a key solution This study focuses on gamification due to its classroom applicability and alignment with course objectives Originating in the early 2000s, gamification gained traction in the 2010s, leveraging the motivational aspects of video games by integrating game design elements into non-game settings Kapp (2012) defines gamification as the use of game mechanics, aesthetics, and thinking to engage individuals, motivate actions, promote learning, and address challenges Common game mechanics include levels, badges, point systems, scores, and time constraints, which are widely utilized in various games.

Studies from Lui (2015), Ocriciano (2016) and Sailer, Hense, Mayr, and Mandl,

(2017) have proved the benefits of gamification in fostering learners’ competence, competitive spirit, and autonomy Meanwhile, the work of Gressick and Langston

A study conducted in 2017 demonstrated that gamification significantly improved student grades and motivated learners to exceed course expectations The authors emphasized that well-designed gamification strategies could enhance persistence in learning Similarly, Ocriciano (2016) noted that students were more engaged in gamified environments, leading to more effective and meaningful feedback from teachers.

In Vietnamese contexts, the focus of related studies has been on the effects of games in motivating learners and in teaching grammar, vocabulary, and listening (Nguyen,

T H N., 2005; Nguyen, V.T.T., 2006; Pham, 2007) As for research conducted in IELTS preparation courses, Giang, T.T (2013) made some suggestions related to teaching an IELTS writing task 1 class Accordingly, more focus should be put on interpreting the illustration, using various structures, checking errors by teachers, providing common mistakes and more practice of useful grammar structures and vocabulary Another recent research by Nguyen, T T A (2019) emphasized the importance of giving elaborate instruction on the use of transition signals such as

In IELTS writing lessons, the use of transition signals such as "but," "or," and "first" is emphasized The author suggests that feedback on learners' application of these transition signals should be provided in a systematic manner to enhance their writing skills.

This study aims to address the gap in the literature regarding the use of gamification in IELTS courses within the Vietnamese context, focusing on enhancing learner engagement It explores the effects of gamification activities on student involvement in the IELTS course, highlighting both the positive and negative impacts.

Aims of the study

This study investigates the impact of gamification activities on learner engagement in IELTS preparation classes and examines students' perceptions of gamification in the classroom.

Research questions

In order to achieve the previously presented aims, this study is guided by the following research questions

1) What are learners’ views towards activities using gamification in IELTS preparation course?

2) How does using gamification engage students in IELTS preparation course?

Significance of the study

This study is significant as it reviews literature on teaching writing, particularly IELTS writing, gamification, game elements, and motivational factors Additionally, it aims to demonstrate the design and implementation of gamification activities in the classroom while exploring their effects on learner engagement and attitudes.

The article offers an insightful exploration of the dynamics within a gamification classroom, emphasizing the perspectives and behaviors of learners The findings serve as valuable references for teacher-researchers aiming to conduct action research to address classroom challenges, particularly those related to gamification and student motivation.

Scope of the study

This study explores the use of gamification to enhance learner engagement in an IELTS preparation course at Au Viet Language Center, a private institution located on the outskirts of Ho Chi Minh City with approximately 2,000 students The participants in the IELTS course have estimated band scores ranging from 4.0 to 5.5, aiming to achieve scores between 6.0 and 6.5.

This study examines the effects of gamification activities on learners' perceptions and behaviors, aiming to determine if such strategies enhance classroom engagement and identify any potential negative impacts on participation Utilizing a convenience sampling technique, the research provides a detailed analysis of how gamification influences learner engagement in the classroom Ultimately, it seeks to offer valuable recommendations for teacher-researchers interested in implementing gamification in their educational practices.

Organization of thesis chapters

This chapter introduces the study, outlining its background, aims, research questions, significance, and scope The subsequent chapter will review theoretical issues and relevant studies on games, gamification, IELTS preparation courses, and teaching writing, along with the conceptual framework guiding the research Chapter 3 will detail the methodology, including research questions, design, participants, instruments, and data collection and analysis procedures Chapter 4 will provide an in-depth look at the gamification activities used, along with findings and discussions Finally, Chapter 5 will summarize the key findings, address limitations, and offer recommendations based on the research outcomes.

LITERATURE REVIEW

The International English Language Testing System (IELTS)

The International English Language Testing System (IELTS) has gained significant popularity in the education sector as many learners prepare for the test to study abroad, immigrate, or work in English-speaking environments As stated on the official website www.ielts.org, the IELTS assesses the language proficiency of individuals aiming to study or work in settings where English is the primary mode of communication The test employs a nine-band scale to effectively categorize proficiency levels, ranging from non-user to expert.

1) to expert (band score 9) IELTS is available in two categories, namely Academic and General Training The former is suitable for people who apply for higher education or professional registration; while the latter is for those who wish to migrate to Australia, Canada, and the UK, or apply for secondary education, training programs and work experience in an English-speaking environment Both versions provide a valid and accurate assessment of the four language skills: listening, reading, writing, and speaking

In Vietnam, many young learners are preparing for the IELTS test early due to several compelling reasons The Ministry of Education and Training (2020) states that students achieving a minimum band score of 4.0 in the IELTS will receive a perfect score of 10/10 in English for the high school graduation exam Furthermore, universities require a minimum band score of 6.5 for students aspiring to study in English-speaking countries Additionally, possessing a strong IELTS score is crucial for candidates seeking successful career opportunities These factors highlight the growing importance of IELTS preparation among Vietnamese students.

7 improve the quality of IELTS teaching and learning among language tuitions in the country

2.1.2 The IELTS Academic test format

The IELTS exams consist of two modules: Academic and General Training This study focuses exclusively on the Academic IELTS exam, detailing its test format as sourced from the official website www.ielts.org and Cullen, French, and Jakeman (2014, pp.7-8) The Academic IELTS test comprises four sections: Listening, Reading, Writing, and Speaking, with a total duration of approximately 3 hours.

The IELTS listening test consists of four recordings and 40 questions, requiring candidates to engage in various tasks such as multiple-choice questions, matching, and labeling plans, maps, or diagrams Additionally, test-takers must complete forms, notes, tables, flow-charts, summaries, or sentences, encompassing a range of task types including multiple-choice, matching, and various forms of completion.

The IELTS reading test consists of 40 questions to be completed in 60 minutes, featuring various question types such as multiple choice, identifying information, recognizing the writer's views, matching items, and completing sentences.

The IELTS speaking test lasts approximately 11 to 14 minutes and consists of three parts In Part 1, candidates respond to general questions about themselves and familiar topics like home, family, work, studies, and interests Part 2, known as the individual long turn, allows candidates to demonstrate their language skills by discussing a specific topic, with one minute to prepare and up to two minutes to speak.

3, discussion, candidates are asked further questions about the topic in the previous part This part requires test-takers to discuss general topics, compare past changes, or give future predictions

The IELTS Academic writing test lasts 60 minutes and consists of two tasks: Task 1 and Task 2 In Task 1, candidates describe illustrations such as graphs and maps in at least 150 words within 20 minutes, focusing on various formats like line graphs, tables, and diagrams Task 2 requires candidates to write a 250-word essay in about 40 minutes, responding to a viewpoint, argument, or problem, with common formats including Agree/Disagree and Problem/Solution For more details on the IELTS Academic test format, refer to Table 2.1.

The IELTS Academic test format

2 tasks Task 1 –Write an essay of minimum

150 words Task 2 –Write an essay of minimum

3 parts Part 1 - Introduction and interview Part 2 - Individual long turn

Total 40 questions 40 questions 2 essays Depending on each part

Note Retrieved from www.ielts.org

2.1.3 The IELTS Academic writing criteria

Due to the time constraint and the hope to provide in-depth information on learners’ engagement and views towards employing gamification in teaching a specific skill,

This study focuses on IELTS Academic writing, outlining the evaluation criteria used for assessing learners' essays Both learners and teachers must be familiar with these criteria to meet the course's learning outcomes Learners can utilize these standards to plan and assess their writing, while teachers can incorporate them into classroom activities and provide constructive feedback.

The IELTS writing band descriptors, available on the official website www.ielts.org, assess candidates' writing skills based on four key criteria: Task Achievement, Coherence and Cohesion, Lexical Resource, and Grammatical Range and Accuracy Task Achievement evaluates how well candidates address the task, the appropriateness of the format, and the clarity of their ideas Coherence and Cohesion measure the organization of information, the use of cohesive devices, and the proper structuring of paragraphs Lexical Resource focuses on the range and appropriateness of vocabulary used to convey ideas effectively Lastly, Grammatical Range and Accuracy assess the variety of sentence structures and the presence of grammatical or punctuation errors These criteria guide examiners in determining candidates' band scores, which range from 1 to 9.

Teaching writing

This section aims to highlight key aspects of teaching writing, encompassing the rationale behind writing instruction, the objectives of writing, various approaches to writing, and the challenges associated with providing effective feedback on students' writing.

This study centers on IELTS writing, specifically addressing issues pertinent to teaching writing The aim is to provide a clearer understanding of information that is directly relevant to the study's context and scope.

Harmer (1998) identified four key reasons for teaching writing: reinforcement, language development, learning style, and writing as a fundamental skill He argued that exposure to written language enhances understanding, while the act of writing itself fosters language skill development Additionally, Harmer noted that writing serves as a reflective activity, contrasting with the immediacy of face-to-face communication Ultimately, he emphasized that teaching writing is crucial, as it is a core language skill alongside speaking, listening, and reading.

The purpose of writing, as noted by Ur (1996, p.163), is to effectively convey ideas while adhering to formal aspects such as neat handwriting, correct spelling and punctuation, proper grammar, and careful vocabulary selection.

The primary goal of writing is to express ideas and convey messages to the reader, making the ideas themselves the most crucial element of the writing process (Ur, 1996, p.163).

According to Bailey (2011, p.3), academic writing serves specific purposes, including reporting on personal research, answering chosen questions, discussing common interests with the writer's perspective, and synthesizing existing research In the context of IELTS Academic writing, the primary focuses are on answering questions and discussing relevant subjects.

The Cambridge English Teacher Development (2012, p 60) highlights two key approaches to writing: the process approach and the product approach The process approach emphasizes the importance of the writing process over the final product, encouraging collaboration through idea sharing, group writing, and peer feedback This method is believed to enhance learners' confidence and make writing lessons more enjoyable.

Secondly, the product approach aims to help learners analyze essay questions to generate and organize their ideas

Teachers' feedback on learners' writings should be constructive and balanced, as over-correction can demotivate students (Ur, 1996; Harmer, 1998) Instead of correcting every mistake, teachers should focus on specific objectives of the writing task while considering learners' feelings Maintaining a fair balance between content and form is essential in assessment (Ur, 1996) Providing a few targeted comments highlighting strengths and areas for improvement can effectively support learners (Ur, 1996; Harmer, 1998) Furthermore, it is important for teachers to ensure that students reflect on feedback and make necessary improvements in their current or future writing Ur emphasizes that rewriting is vital not only for reinforcing learning but also as an integral part of the writing process (Ur, 1996).

Gamification and other categories of gaming

In his literature review, Jackson (2016, pp 2-3) identified four key categories of using games in education The first category, gamification, refers to incorporating game design elements such as rewards, leaderboards, badges, levels, and trophies into non-game contexts The second category is game-based learning, which utilizes actual games in the classroom to reinforce course concepts and enhance the overall learning experience The third category, serious games, focuses on games designed for specific training purposes rather than mere entertainment Lastly, simulations are akin to serious games but aim to replicate real-world scenarios for user training in a realistic environment.

This study focuses on an IELTS preparation course that equips students with essential language skills rather than solely practicing mock tests Participants, aged 15 to 27, benefit from engaging activities that enhance their learning experience Among various learning methods, gamification stands out as the most effective choice due to its fun nature and minimal preparation time Unlike game-based learning and simulations, which can be time-consuming, gamification allows teachers to create activities aligned with lesson objectives and overall course outcomes, ensuring both learner engagement and successful learning results.

Gamification

There have been many attempts at defining the term game, and Kapp (2012) has reviewed some According to Katie Salen and Eric Zimmerman (as cited in Kapp,

A game is defined as a system where players participate in an artificial conflict governed by specific rules, leading to measurable outcomes (2012, p.7) This definition is further enhanced by incorporating the concept of emotional reactions.

A game is defined as a structured system where players participate in an abstract challenge governed by specific rules, interactivity, and feedback This engagement leads to measurable outcomes that often provoke emotional responses.

The definition, which has put focus on quantifiable outcome and emotional reaction, mentions some game elements including System, Players (learners), Abstract, Challenge, Rules, Interactivity, Feedback, Quantifiable Outcome, and

Emotional Reaction The authors also give definitions of these game elements as in the following Table 2.2

System A set of interconnected elements occur within the “space” of the game

Players (learners) Games involve a person interacting with game content or with other players

Abstract Games typically involve an abstraction of reality and typically take place in a narrowly defined “game space.”

Challenge Games challenge players to achieve goals and outcomes that are not simple or straightforward

Rules The rules of the game define the game They are the structure that allows the artificial construct to occur

Interactivity Players interact with one another, with the game system, and with the content presented during the game

In gaming, feedback is immediate, straightforward, and easily understood, allowing players to quickly absorb information and make adjustments based on both positive and negative responses.

Games are designed so that the winning state is concrete

Games typically involve wide range of emotions

The term gamification emerged in the early 2000s (Marczewski, 2013), and has received increased attention since the beginning of the 2010s (Deterding, Khaled,

Gamification leverages the motivational aspects of video games by incorporating game design elements into non-game contexts (Nacke & Dixon, 2011; Werbach & Hunter, 2012; Deterding et al., 2011) Despite its growing popularity, there is currently no universally accepted scientific definition of gamification (Deterding et al., 2011; Seaborn & Fels, 2015; Werbach et al., 2012, as cited in Sailer, Hense, Mayr & Mandl, 2017).

Gamification is defined as the integration of game design elements into non-game contexts, as noted by Deterding et al (2011) This approach aims to enhance services with motivational features to create engaging experiences and drive specific behavioral outcomes (Hamari, 2013; Huotari).

2012, as cited in Hamari et al., 2014)

In 2012, Kapp redefined gamification by integrating various elements and shifting the focus away from mundane tasks He defined gamification as “using game-based mechanics, aesthetics, and game thinking to engage people, motivate action, promote learning, and solve problems” (Kapp, 2012, pp 9-11) Key components of this definition include game-based elements, mechanics, aesthetics, game thinking, engagement, motivation, learning promotion, and problem-solving A thorough understanding of these elements is essential for effectively designing a gamified environment.

The Game-Based element is designed to foster engagement among learners, players, consumers, and employees through abstract challenges governed by rules, interactivity, and feedback, ultimately leading to measurable outcomes and emotional responses Key Mechanics such as levels, badges, point systems, scores, and time constraints are frequently utilized in various games Additionally, Aesthetics play a crucial role by incorporating appealing graphics and thoughtful design.

Game Thinking emphasizes the significance of the look and feel of an experience, transforming everyday activities into engaging experiences that incorporate competition, cooperation, exploration, and storytelling This approach is recognized as a crucial aspect of gamification.

The fifth element of gamification, Engage, emphasizes the importance of setting clear goals within the process People, including learners, consumers, and players, are the key participants who drive engagement and action The seventh element, Motivate Action, highlights how motivation provides direction and purpose to behaviors A crucial aspect of gamification is Promote Learning, which draws on educational psychology techniques that have been utilized by educators for years, such as assigning points, providing corrective feedback, and fostering collaboration Ultimately, gamification holds significant potential for problem-solving, as the competitive nature of games inspires individuals to strive for success.

A more recent study by Kim, Song, Lockee & Burton (2018, pp 27-28) has given a more updated and specific definition of gamification According to the authors,

Gamification involves utilizing game elements to address challenges and enhance problem-solving By understanding these definitions and the key components of gamification, authors can effectively design engaging activities and develop courses that incorporate gamified strategies.

Together with the elements mentioned in the previous section, characteristics of games and gamification also served as important considerations in selecting gamification activities

According to Jones (1998), as cited in Kirriemuir and McFarlane (2004), effective learning experiences should incorporate essential characteristics that engage learners These include tasks that are achievable, maintain learners' concentration, and have clear goals Additionally, providing immediate feedback, fostering deep yet effortless involvement, and allowing learners to feel a sense of control over their actions are crucial During the flow state, self-concern diminishes, while a stronger sense of self emerges post-activity, and the perception of time is altered.

Erenli (2013) identified key characteristics that define games, including being fun, separate, uncertain, governed by rules, and fictitious Games are typically chosen for their enjoyable nature, are limited in time and space, and have unpredictable outcomes They operate under distinct rules that differ from everyday life, and they create an awareness of an alternate reality.

Stott and Neustaedter (2013) emphasize that effective gamification should empower learners by allowing them the freedom to fail while providing quick feedback Additionally, these activities should encourage progression through levels or missions and incorporate a meaningful narrative to enhance engagement.

Gamification in education

2.5.1 Reasons for gamification in education

Gamification in education has been shown to enhance learners' motivation and autonomy, supported by numerous studies that confirm its benefits This evidence underscores the importance of integrating gamification into educational practices.

In a literature review by Lui (2015), it is concluded that effective implementation of gamification in vocabulary learning significantly enhances learner engagement and motivation in the classroom (Hammer & Lee, 2011; Muntean, 2011 as cited in Lui, 2015).

Incorporating game elements into educational activities can significantly boost students' motivation, as challenging tasks engage them fully Teachers can enhance this motivation by integrating games into their lessons (Shneiderman, 2004 as cited in Lui, 2015).

In a 2013 study by Giang, V., the founder and CEO of a consulting agency specializing in gamified campaigns, it was highlighted that transforming work into a fun game can enhance employees' skill acquisition by 40% This management approach aligns with the growing trend of gamification, which not only boosts employee engagement but also increases retention and performance levels.

Game-based approaches significantly enhance user commitment and motivation towards their activities A study from the same year confirms that gamification positively influences students' behavior, engagement, and motivation, ultimately leading to improved knowledge and skills (Huang, Soman, 2013).

A recent review by Jackson (2016, p.5) highlights that most current studies demonstrate the positive effects and benefits of gamification in education.

Gamification is an instructional approach that enhances the effectiveness of teaching and boosts student learning (Kim et al., 2018) By incorporating gamification, educators can make learning more enjoyable while helping students achieve their academic goals The benefits of gamification include increased student engagement and motivation, improved learning performance and academic achievement, enhanced recall and retention, and the provision of instant feedback on progress Additionally, it fosters behavioral changes and promotes teamwork skills, allowing students to monitor their own progress effectively.

2.5.2 How to integrate gamification in education

This part is an attempt to provide an overview in implementing gamification in classroom contexts, following the work of Huang and Soman (2013) and Kim et al

Huang and Soman (2013) identify four key considerations for teachers when designing gamified classroom activities: first, understanding the characteristics of learners; second, clearly defining learning objectives; third, developing educational content and activities tailored for gamification; and fourth, incorporating game elements and mechanisms effectively.

Identifying learners' characteristics is essential for assessing the suitability of new tools and techniques, as well as for determining the appropriate difficulty levels of tasks Additionally, learning objectives must be specific and clearly defined, as they guide the selection of content, activities, and game mechanics necessary to achieve desired outcomes.

When creating educational content and gamified activities, it is essential to ensure that the material is interactive, engaging, and enriched with multimedia elements Training activities should align with specific learning objectives and meet several criteria: they must offer multiple performance opportunities for repeated attempts, be feasible and achievable, progressively increase in difficulty to match the learner's developing knowledge and skills, and provide various pathways to achieve the desired objectives (Simões, Díaz Redondo, Fernández, 2013, as cited in Huang & Soman, 2013).

Incorporating game elements and mechanisms requires teachers to align their selections with the defined objectives Huang and Soman (2013) emphasize that activities promoting independent work can lead to individual rewards, such as badges, enhancing student motivation and engagement.

19 requiring interaction with other learners, which make students a part of a big learning community, bring public and visible results such as leaderboards

Kim et al (2018, p.153) recommend that educators start with straightforward lessons that feature less complex content, shorter learning durations, limited scope, and smaller class sizes, particularly if they lack substantial experience in utilizing gamification for educational purposes.

2.5.3 Potential problems of gamification in education

Research indicates that gamification offers numerous benefits for learners, but educators must also be aware of potential challenges when implementing gamification in the classroom.

Lui (2011-2012) identified two significant issues with gamification in education First, if the gamification design fails to effectively motivate students, it risks becoming a mere gimmick rather than a valuable learning tool Second, students might come to believe that learning is only necessary when driven by external rewards, such as badges, status, money, fame, or praise, which can undermine intrinsic motivation.

Glover (2013) highlights criticisms of gamification, noting that simply gamifying an educational experience does not guarantee it will be rewarding; it should enhance an already rewarding experience by encouraging greater learner engagement Additionally, extrinsic rewards may demotivate learners who are already intrinsically motivated (Groh, 2012 as cited in Glover, 2013, p.2003) Other researchers, such as Burke and Hiltbrand (2011) and Groh (2012), argue that feedback and rewards associated with gamification can undermine students' intrinsic motivation.

Studies related to gamification in education

Several studies focusing on gamification have been conducted in recent years (Lui, 2015; Gressick, & Langston, 2017; Sailer et al., 2017) More specifically, the

23 authors agree on the benefits of gamification while Lui (2015) also pointed out some possible dangers of gamification in learning

Lui (2015) found that most students favored interactive online games for vocabulary review, highlighting that gamification can enhance competitive spirit and foster cognitive and social development, ultimately promoting independent learning However, she cautioned about potential risks associated with gamification, particularly regarding design and rewards If the design fails to effectively motivate students, they may not gain the intended benefits Additionally, reliance on external rewards—such as badges and praise—can lead students to believe that learning is only necessary when they are externally motivated.

A study by Gressick et al (2017) found that students participating in gamification activities achieved significantly higher grades compared to those in traditional learning environments The authors noted that these students were more inclined to exceed basic course requirements, suggesting that well-designed gamification interventions can enhance persistence in learning.

In 2017, Sailer et al found that learners' satisfaction of competence, autonomy, and social relatedness needs can be enhanced through specific game design elements Badges, leaderboards, and performance graphs effectively boost competence and autonomy satisfaction, while avatars, meaningful stories, and teammates contribute to social relatedness However, the study noted that autonomy satisfaction related to decision freedom was not influenced by any of the game design elements tested.

Studies related to IELTS preparation

A number of studies related to IELTS preparation have been conducted by researchers both in Vietnamese contexts and others

In her 2016 action research project, Ocriciano implemented gamification through points, badges, leaderboards, and games in an IELTS preparation course, revealing two distinct groups among participants: a majority who were motivated and curious about the platform, and others who were less inspired by the gaming aspect Over four weeks, learners showed improvement in their writing skills, and increased engagement fostered a sense of autonomy, allowing students to take ownership of their learning This engagement also enhanced the meaningfulness of teacher feedback, as students became more self-assured and asked relevant questions The gamification platform effectively built rapport between teachers and students, including those who were introverted Overall, students' positive responses and score improvements indicate the potential of gamification as a valuable tool in IELTS preparation and broader English language teaching contexts.

In her 2013 study, Giang, T.T examined the challenges faced by Vietnamese learners in IELTS Writing Task 1, highlighting issues with remembering and utilizing measurement expressions, as well as trends and correlations Common errors identified included repetition, redundancy, and informality To enhance teaching effectiveness, Giang recommended that educators focus on interpreting illustrations, employing diverse structures, conducting error checks, addressing frequent mistakes, and providing additional practice with essential grammar and vocabulary.

A more recent research in the Vietnamese context looked into issues related to teaching transitional signals in IELTS Writing task 2 to pre-intermediate EFL

In her 2019 study, Nguyen T T A identified various teaching activities that effectively enhance students' understanding of transition signals like "first" and "although." She emphasized the importance of teachers clarifying the categorization of these signals and regularly assessing students' comprehension Additionally, Nguyen recommended that educators assist learners in distinguishing between transition signals with similar functions, evaluate their usage in authentic texts, and provide systematic feedback on their application.

Further research is needed in the Vietnamese context regarding the application of gamification in IELTS preparation courses, particularly focusing on IELTS writing activities.

Task evaluation- Evaluating the gamification activities

This study adopts Ellis's (2003) micro-evaluation of tasks to assess the effectiveness of gamification activities This approach evaluates the benefits of specific tasks for targeted learner groups and identifies design pitfalls, ultimately guiding improvements for enhanced task effectiveness.

The researcher developed questionnaires and an evaluation section informed by observational field notes to assess writing activities in her IELTS preparation course, both before and after implementing gamification strategies aimed at enhancing learner engagement The effectiveness of these gamification activities was evaluated using criteria proposed by Ellis (2018), which included student enjoyment and perceived usefulness of the tasks, the alignment of task outcomes with intended learner behaviors, and the contribution of tasks to second language acquisition The evaluation focused on a student-centered approach to ensure meaningful insights into the learning experience.

26 figure out motivation criteria, and response-based approach, which evaluates the performance of the tasks.

Conceptual framework

Figure 2.1 illustrates the conceptual framework that underpins this study, which is based on Kapp's (2012) definition of gamification and incorporates seven key game design elements identified by Sailer et al (2017) Additionally, it integrates dynamics and concepts related to gamification as discussed by Stott and Neustaedter (2013) The authors emphasize that effective gamification activities should enable learners to experience failure and obtain quick feedback, while also encouraging progression through levels or missions.

The framework is instrumental in designing and implementing gamification activities in the classroom, providing the researcher with insights into its effectiveness in engaging learners and understanding their perspectives Notably, certain design elements like storytelling and avatars have been excluded, as they are more appropriate for video games or serious game design, which are not the primary focus of this study.

Figure 2 Conceptual framework of the employment of gamification

This chapter explores theoretical aspects of games and gamification, leading to the development of a conceptual framework for the study It reviews relevant international and Vietnamese research, highlighting a need for more studies on the impact of gamification in engaging learners, particularly in IELTS courses within Vietnam Consequently, this study aims to address this gap in the existing literature.

METHODOLOGY

Research approach and design

A qualitative approach was utilized to address the research questions, employing action research to investigate the impact of gamification on learner engagement in classroom activities and their perceptions of employment The researchers first identified the existing problem, then designed and implemented gamified classroom activities, assessed the level of engagement, and made necessary adjustments based on the findings.

Action research, as defined by Cresswell (2012), is ideal for addressing specific practical issues and finding solutions, such as enhancing learner engagement in writing lessons One proposed solution is to incorporate gamification elements into writing activities within the classroom While the findings of this study may not be generalizable, they offer valuable insights into the researcher’s context, which is essential for preparing students for the IELTS test Additionally, this research can serve as a reference for other educators considering similar adaptations in their own teaching practices.

Cresswell (2012, pp.580-581) suggested a model for teachers-researchers to conduct action research This is the four step model which is called the dialectic

29 action research spiral and it was compiled by Mills (2011, as cited in Cresswell,

The research model consists of four key steps: identifying a focus area, collecting data, analyzing and interpreting the data, and developing an action plan This cyclical process, as outlined by Mertler and Charles (2008), aids researchers in planning their studies effectively Importantly, this process is iterative, allowing educators to address new challenges that arise throughout the teaching process.

Figure 3 The action research cycles

The research model involved a systematic cycle consisting of five key steps: identifying a focus area, collecting data, analyzing and interpreting the findings, developing an action plan, and reflecting on that plan If the problem remains unresolved or further information is needed, additional cycles can be conducted In this study, the researcher completed two cycles due to time constraints and the course's duration.

The researcher utilized the model alongside the eight steps outlined by Cresswell (2012) to effectively plan her study These steps involved determining the suitability of action research as the design and identifying key components for implementation.

To effectively address a problem, one should first identify 30 specific issues to study Next, it is crucial to locate resources that can assist in tackling these problems and to identify the necessary information required for analysis Following this, data collection should be implemented, and the gathered data must be thoroughly analyzed Based on the analysis, a comprehensive action plan should be developed and subsequently implemented, with a focus on reflecting on the outcomes of the plan.

This study utilized a conceptual framework, the course's learning objectives, and Ellis' task-based teaching methodology (Ellis, 2006; Ellis, 2018) to design gamification activities over two cycles, each lasting approximately one month Additionally, Ellis' guidelines for task evaluation served as the primary reference for assessing the effectiveness of the gamification activities implemented in the IELTS preparation course.

The evaluation of gamification activities in the classroom was conducted using criteria proposed by Ellis (2018), focusing on three key aspects: 1) student enjoyment and perceived usefulness of the tasks, 2) the alignment of learner behavior with the teacher's objectives in task selection or design, and 3) the contribution of the tasks to students' acquisition of the second language (L2) This assessment utilized a student-centered approach to gauge motivation and a response-based approach to evaluate task performance.

Au Viet Language Center, a private institution located on the outskirts of Ho Chi Minh City, has been offering a range of English courses, including IELTS preparation, for approximately 10 years Before enrolling in the IELTS preparation courses, students complete pre-IELTS courses that provide essential English knowledge and a foundation for advanced studies Currently, the center is attracting nearly 200 learners for its IELTS preparation courses, catering to students aiming for band scores between 3.5 and 7.5.

A, B, C, D with learners’ target band scores from 3.5-5.5 and they aim to engage learners in the English environment where basic information about IELTS tests is

In higher-level courses, beginning with IELTS-E, students concentrate on practice tests to effectively prepare for the actual IELTS exam Typically, class sizes for advanced levels are smaller than those for beginners, which helps foster motivation and enhance course quality To support this, teachers at the language center are encouraged to continually explore and implement innovative teaching methods in their classrooms.

The 12 participants of the study, who were in an IELTS D course, had their estimated overall band score ranging from 4.0 to 5.5, according to the final test of the previous course Most of them had already been familiarized with the test format and wished to achieve the band scores of around 6.0 or 6.5 Therefore, they are encouraged to participate in classroom activities and improve their language abilities along with strategies to perform in the test successfully Table 3 provides general information including age, job or education, and purposes for taking the course of the 12 participants involved in this study The class of the participants was chosen by convenience sampling strategy so the researcher could gain indepth information on her own classroom context

Learners Age Job/ Education Purposes for taking the course

S06 16 High school student 1 academic purpose

S08 18 Undergraduate 1-academic purpose & 3-work purpose

S09 15 High school student 1 academic purpose

S10 18 Undergraduate 1-academic purpose & 3-work purpose

The study involved 12 learners, including two graduates in their mid-twenties, seven undergraduates, and three high school students, all participating in an IELTS preparation course for academic or work purposes With ages ranging from 15 to 27, the implementation of gamification in classroom activities aimed to enhance engagement and motivate continued educational pursuits Despite the small sample size, the participants contributed valuable data for analysis across two cycles of the study.

This study was conducted within the researcher’s own IELTS preparation class, utilizing action research methodology The researcher designed gamified activities, prepared lesson plans, and evaluated their effectiveness Observations were made during teaching, and questionnaires were administered post-activity to assess learner engagement, gather feedback, and determine if learning objectives were met Following the analysis of data from the first cycle, adjustments were made to the lesson plan, leading to a second cycle aimed at addressing the research questions and achieving the study's objectives.

Research instruments and data collection procedure

Classroom observations and learners' questionnaires were the primary tools for data collection in this study To ensure the reliability of the information gathered, triangulation was employed, which involves cross-checking data from various sources As noted by Denzin (1978, as cited in Knoblauch, 2004, p 178), "Triangulation of data combines data drawn from different sources and at different times, in different places or from different people." This strategy aims to enhance the validity of the research findings.

Methodological triangulation is a process that enhances the validity of field efforts by comparing different methods (Denzin, 1978, p 304 as cited in Knoblauch, 2004, p 179) To avoid disrupting lessons, the teacher observed significant issues and reflected on them after class Additionally, students were encouraged to assess the lesson post-class, allowing them ample time to reflect and provide valuable feedback and suggestions for future activities.

At the start of the new course, learners completed a questionnaire featuring both open-ended and close-ended questions to gather essential information about their backgrounds, opinions on previous writing activities, and levels of engagement Participants also provided suggestions for the upcoming writing lessons The questionnaire is available in Appendix A Using the collected data and the learning objectives for the writing lessons, the teacher assessed the situation, chose suitable activities, and developed the overall plans for Cycle 1, detailed in Appendix B.

Throughout the cycle, data collected from classroom observations and post-activity questionnaires offered insights into task performance Notably, the teacher utilized classroom observation notes to verify this data by engaging in a question-and-answer process.

In a seminar on task-based language teaching in Ho Chi Minh City, Vietnam, Ellis (2018) posed critical questions regarding student performance: “Do the students perform the task as intended?” and “Are they successful in achieving the task outcome?” Classroom observations were conducted to identify potential issues and validate findings from other data collection methods Detailed notes from these observations, found in Appendix C, include evaluations of activities based on the aforementioned questions, leading to suggestions for future activities and cycles.

Classroom observations were complemented by post-lesson questionnaires to assess student engagement and gather insights on their perceptions of gamification in education The questionnaire in Appendix D exemplifies how feedback was collected from learners after each activity Specifically, Item 1 evaluates whether students met the learning outcomes, while Items 2 and 3 assess the perceived usefulness of the tasks Items 4 and 5 focus on student engagement levels and the reasons behind them, with Items 2 and 4 utilizing a 5-point Likert scale This scale allows learners to express their views on task effectiveness, ranging from "Not helpful at all" to "Helpful."

5) Very helpful Then Item 3 asked learners for explanations of their choices in the former item Next, in Item 4 learners selected their level of engagement in the writing activity, namely 1) Not at all, 2) Not very engaged, 3) I’m not sure, 4) Engaged, and 5) Really engaged Similarly, Item 5 asked learners to explain their engagement level in the previous item Finally, Item 6 and 7 seek other opinions of learners on the use of the gamification activity and participants’ suggestions on improvement for the next activities

Following the analysis of data from the first cycle, the teacher developed a revised action plan for cycle 2, incorporating observations, feedback, and suggestions from learners The teacher then proceeded to implement activities, gather questionnaires, and take notes on observations, focusing on key aspects such as student engagement, attitudes, and recommendations.

At the conclusion of the second cycle, a questionnaire similar to the one in Appendix E was administered to gather learners' perspectives on the performance graph and teachers' feedback While these tools were utilized throughout the course, teachers sought learners' insights only at the end of the study to obtain more meaningful data after a period of application The final questionnaire also inquired whether students found these activities beneficial for engaging them in writing tasks, along with their explanations and additional suggestions.

Table 3.2 outlines the planned activities and the research tools utilized for data collection in this study, with detailed descriptions of the gamification activities to be provided in the following chapter.

Summary of activities plan and corresponding research tools

CYCLES WEEK ACTIVITIES RESEARCH TOOLS

Week1 Identify an area of focus Questionnaire For Learners Before

Week 2 Individual activity: A quiz using kahoot.it

Cell phones and internet connection are required

1) Activity Plan- Classroom Observation Notes - Week 2- Appendix C

2) Questionnaire For Learners After Activity- Appendix D

Week 3 Group activity: Arranging separate phrases to make full sentences (paper-based activity)

- 1) Activity Plan- Classroom Observation Notes - Week 3- Appendix C

- 2) Questionnaire For Learners After Activity- Appendix D

Week 4 Individual activity: Wheel of names (Expand ideas using given discourse markers)

- 1) Activity Plan- Classroom Observation Notes - Week 4- Appendix C

- 2) Questionnaire For Learners After Activity - Appendix D

Week 5 Group activity: Arranging separate sentences to form a full essay describing pie charts, (paper-based activity)

1) Activity Plan- Classroom Observation Notes - Week 5- Appendix C

2) Questionnaire For Learners After Activity - Appendix D

Week 6 Group activity: Arranging separate phrases to make full sentences describing a process (paper-based)

1) Activity Plan- Classroom Observation Notes - Week 6- Appendix C

2) Questionnaire For Learners After Activity - Appendix D

Week 7 Individual activity: Wheel of names (Expand ideas using given discourse markers and phrases)

1) Activity Plan- Classroom Observation Notes - Week 7- Appendix C

2) Questionnaire For Learners After Activity - Appendix D

Week 8 Investigating learners’ view and suggestions towards the use of teachers’ feedback and performance graph throughout the study

1) Questionnaire For Learners’ View Towards Teachers’ Feedback- Appendix E

2) Questionnaire For Learners’ View Towards Teachers’ Feedback- Appendix E

Data from various sources was analyzed immediately after each activity to inform adjustments for subsequent ones Following each study cycle, the researcher utilized Microsoft Excel for quantitative data analysis and manually coded qualitative data using Adu's (2019) strategies: Description-focused coding, Interpretation-focused coding, and Presumption-focused coding This process enabled the development of categories and themes based on learners' responses, facilitating a clearer analysis in the next chapter The researcher identified and coded key ideas from learners' responses, counting their frequency with Excel's count if function Additionally, observational field notes provided a means to cross-check questionnaire data and offered insights into learners' engagement and attitudes.

FINDINGS AND DISCUSSION

GENERAL FINDINGS

This section summarizes the key findings of the study, providing readers with an overview of the developments up to the second cycle Subsequent sections, 4.2 and 4.3, will delve into the detailed findings from each cycle and outline the adjustments implemented following the first cycle.

4.1.1 Learners’ engagement level in a course with activities using gamification

The first research question was addressed using data from item 4 of the questionnaire and evaluations based on observational field notes The findings indicate that a significant majority of students actively participated in writing activities through gamification, with 72 percent reporting they were "Really engaged" and the remainder indicating they were "Engaged," as illustrated in Figure 4.1 Over the eight-week research period, 60 responses were collected regarding engagement in the activities, with 43 students selecting "Really engaged" and 17 choosing "Engaged." Additionally, students showed a heightened interest in activities that were novel or offered limited opportunities for participation.

Figure 4.1 Level of learners’ engagement in gamification activities

Not at all Not very engaged

I'm not sure Engaged Really engaged

During the research period, learners identified 97 reasons for their engagement, as noted in their responses to Items 5 and 6 of the post-activity questionnaire These reasons were systematically coded according to the strategies outlined in the methodology section, quantified using the COUNTIF function in Microsoft Excel, and subsequently organized into clusters, with a primary focus on engaging learners.

The study identifies two primary purposes of gamification: engaging learners and promoting learning By categorizing data into these clusters, the role of gamification in writing lessons becomes clearer Gamification activities were designed to align with course outcomes, aiming to make lessons more interesting and comprehensible while providing opportunities for practice and improvement The first purpose focuses on motivating learners through engaging activities, while the second emphasizes learning through problem-solving, point assignments, rapid feedback, and collaboration Learners noted that these activities foster teamwork, encourage participation through points, facilitate new learning, and help track progress Overall, gamification effectively achieved its goals of engaging learners and promoting learning, as summarized in Table 4.1, which details the frequency of various reasons learners cited for their engagement in these activities.

Learners’ explanations for their engagement level in accordance with purposes of gamification

Cluster 1- Engage learners &Motivate action Cluster 2- Promote learning

Giving chances to practice and improve 19

Boosting teamwork 8 Helping students learn from feedback 12

Helping students keep track of progress 13

Helping students learn new things 6

Students found that feedback and performance graphs significantly enhanced their engagement in writing activities They reported that constructive feedback from teachers helped them learn, improve, and avoid common mistakes, both personally and among their peers Thorough feedback served as a motivation for students to write and rectify previous errors Additionally, it increased their awareness of their writing strengths and weaknesses.

4.1.2 Learners’ views towards activities using gamification in IELTS preparation course

Items 2 and 3 in the questionnaire given after each activity and another in the final week of cycle 2 asked students about the usefulness of gamification activities Meanwhile, items 6 and 7 helped me have more understanding of my students’ views towards these activities

A majority of students found the activities in the study to be beneficial, with 57 out of 84 respondents rating them as "Very helpful" and 26 selecting "Helpful." Only one student expressed uncertainty about their effectiveness This data is visually represented in Figure 4.2, which shows the results in percentage terms.

Figure 4.2 Learners’ view towards the helpfulness of gamification activities

In response to Item 3, students identified 64 reasons for finding the activities helpful The primary reason, accounting for 31 percent of responses, was that these activities provided opportunities for skill practice and improvement Additionally, 22 percent of students noted that gamification helped them learn new writing types and useful phrases Other notable reasons included aiding in progress tracking, enhancing teamwork, facilitating learning from feedback, and reminding students of tasks, as illustrated in Figure 4.3.

I'm not sure Helpful Very helpful

Figure 4.3 Learners’ explanations on the usefulness of gamification activities

Over half of the 37 student responses indicated a preference for implementing similar activities throughout the course Additionally, learners provided seven suggestions regarding the content of these activities, five on timing, and four other recommendations Key points included the need for clarification of the point system, improvements in fairness, and the establishment of stricter deadlines for writing tasks The details of these suggestions are presented in Table 4.2, showcasing both frequency and percentage.

Learners’ suggestions on the use of gamification activities

Need to improve content of activities 14% 3 19% 4

Need to have more similar activities 48% 10 52% 11

Need to clarify point system 5% 1 0 0

Need more time to prepare 19% 4 5% 1

Giving chances to practice and improve

Helping students learn new things

Boosting teamwork Making lessons interesting

Helping students learn from feedback

The performance graph used in the courses had both positive and negative impacts on students It served as a helpful reminder for tasks and allowed teachers to provide feedback A significant majority, 13 out of 17 participants, found the tool beneficial, as it encouraged them to write essays and track their progress However, three participants expressed negative feelings, stating that the graph sometimes made them feel discouraged, particularly when they fell short of achieving high grades Additionally, one student felt that the performance graph did not engage her in writing due to her busy schedule, leading to incomplete assignments regardless of the graph's presence.

SPECIFIC FINDINGS- CYCLE 1

4.2.1 Identifying an area of focus- the need to pay more attention to writing activities

Enhancing learner engagement in classroom activities is crucial, particularly for students in IELTS preparation courses, which demand significant effort and autonomy Motivated and engaged students are more likely to participate actively in their learning process Given that most learners are young, aged 15-27, incorporating gamification into writing activities is anticipated to increase their motivation and foster autonomy, supporting their educational journey both inside and outside the classroom.

In this study, participants demonstrated a need for increased motivation to engage in classroom activities, particularly in writing tasks, both within and beyond the classroom Notably, they were at a medium level in their IELTS courses.

In the center, 44 students were assessed, with writing band scores ranging from 4.5 to 6.0 Only four students achieved scores between 5.5 and 6.0 based on their estimated final writing test results from the previous course The majority of participants scored around 4.5 to 5.0, indicating significant room for improvement to reach their target band scores, which were predominantly above 6.0.

A recent survey revealed that most students recognize the need to enhance their writing skills Two participants, S02 and S09, who previously attended IELTS writing lessons, noted minimal improvement due to insufficient time dedicated to essay writing S09 recommended that teachers provide more detailed explanations of essay types, while S02 emphasized the importance of incorporating more writing activities in class to engage busy learners Additionally, participants S01, S03, S08, and S11 echoed the need for increased activities and illustrations in writing lessons S08 specifically requested more immediate feedback on her writing and suggested stricter deadlines to encourage timely submissions These insights are summarized in the accompanying figure.

Figure 4.4 Learners suggestions on writing activities before the study

4.2.2 An action plan for cycle 1

The data collected from the initial week's questionnaire, the course's learning outcomes, and the teacher's observations from previous courses informed the development of an action plan for the first cycle, detailed in Appendix B and summarized in the following table.

Summary of activity plan for cycle 1

Activities Objectives Gamification elements/ mechanics

Performance graph -Check students’ writing progress

-Encourage students to submit their essays on time

Throughout the entire course, after writing lessons

0% 5% 10% 15% 20% 25% 30% more interesting writing activities more constant feedback more time for students to write more topics more detailed explanation continue the same

Constant feedback -Check students’ writing progress

-Give feedback on common mistakes

During writing lessons and after students submit their essays

Review types of writing part 1, 2

Leader board Achievement Challenge Mechanics

(point systems, scores, and time constraints)

Arranging separate phrases to make full sentences

Matching these separate sentences to form a full essay

-Identify main features of a line graph

- Sentence structures describing a line graph

Leader board Achievement Challenge Mechanics

(point systems, scores, and time constraints)

(Expand ideas using given discourse markers)

Linking words/ phrases (discourse markers)

Leader board Achievement Challenge Mechanics

(point systems, scores, and time constraints)

The learning outcomes for the entire course, along with the specific objectives for each unit, are detailed in the primary textbook, "Direct to IELTS: Student's Book with Key" (McCarter, 2013) During the initial phase of the study, I focused on Unit 1, which emphasized writing skills As outlined in the book's content map, this unit enables students to practice using various linking words and phrases.

In the initial phase of our 14-week course, students will focus on achieving cohesion and coherence in their writing, as outlined in the IELTS band descriptors They will learn to identify the main features of line graphs and review the structure of essays that describe these graphs Additionally, students will write two complete essays: one for Task 1, which involves describing a line graph, and another for Task 2, where they will discuss both views on a given topic To provide a comprehensive overview, students will also review common types of Writing Task 1 and Task 2 essays, setting clear expectations for their learning outcomes throughout the course.

Gamification elements such as performance graphs, constant feedback, leaderboards, achievements, and challenges significantly enhanced student engagement in writing activities Key mechanics, including earning badges, point systems, scores, and time constraints, contributed to achieving the learning objectives effectively.

The course incorporated two key gamification activities: performance graphs and constant feedback, utilized during writing lessons and after essay submissions These activities were designed to monitor students' writing progress and motivate timely essay submissions Additionally, constant feedback aimed to assist the teacher in identifying common mistakes and providing constructive suggestions for improvement The gamification elements, including performance graphs, constant feedback, and a point system, were integral to these activities.

During weeks 2, 3, and 4 of the writing lessons, three key activities were implemented to enhance learning The first activity involved an individual quiz on Kahoot.it, designed to help students review the components of writing parts 1 and 2 For this activity, students needed their own cell phones to access the game pin provided by the teacher, along with a reliable internet connection for optimal participation The second activity focused on arranging separate phrases into complete sentences, which aimed to assist students in identifying the main features of a line graph and understanding the sentence structures used to describe it.

In this engaging paper-based activity, students were divided into three groups to collaboratively complete tasks, aiming to be the fastest The "Wheel of Names" activity enhanced learners' cohesion and coherence by requiring them to expand their ideas using specific discourse markers Each student took turns selecting a marker from the wheel, which the teacher presented, and then used it to elaborate on their writing ideas The gamification elements incorporated into these activities included a leaderboard, achievement recognition, challenges, and mechanics such as point systems, scores, and time constraints In this cycle, the point system categorized performances into A, B, and C, rewarding the best performers with an A and recognizing those who placed second accordingly.

B, and those who came in third got a C

After each writing activity, a questionnaire was administered to gather students' feedback and engagement levels, as well as to assess the achievement of learning objectives For a comprehensive view, refer to Appendix D for the full questionnaire Additionally, attitudes towards the performance graph and ongoing feedback were evaluated at the end of cycle 2 through another questionnaire in Appendix E, as the researcher aimed to understand the long-term effects of these activities Teachers' observation field notes, found in Appendix C, were also utilized to provide supplementary information and validate the collected data.

4.2.3 Analysis and interpretation of data cycle 1

4.2.3.1 Learners’ engagement level in activities using gamification- cycle 1

The primary sources for addressing this question are Items 4, 5, and 6 from the students' questionnaire following each activity, along with the teachers' observational field notes Students demonstrated strong engagement in the activities during this cycle, with interesting tasks and opportunities for practice and improvement being key factors contributing to their involvement In the first cycle, there were 30 responses related to this engagement.

49 students’ engagement level were collected Among which, 22 chose really engaged and 8 chose engaged

The learners' questionnaire revealed key reasons for engagement, as illustrated in the accompanying figure Notably, a majority of students in the first cycle of the study expressed that the gamification activities enhanced the interest of the lessons Additionally, these activities provided opportunities for skill practice and improvement, while also fostering teamwork among students.

Figure 4.5 Learners’ reasons for engaging in gamification activities- cycle 1

4.2.3.2 Learners’ views towards activities using gamification in IELTS preparation course- cycle 1

Learners’ views towards activities using gamification were gathered by Item 2 and

After each activity, three questionnaires were distributed, along with Item 2 in the final questionnaire, to assess learners' perceptions of the helpfulness of the activities in the first cycle A total of 32 responses were collected, providing insights into the reasons behind their evaluations.

20 were Very helpful and 12 were Helpful Teachers’ observational field notes also help the researcher cross-checked the information and have more general views towards students’ attitudes

Giving chances to practice and improve

Helping students learn new things

Boosting teamwork Making lessons interesting

Helping students learn from feedback

Helping students keep track of progress

Figure 4.6 Learners’ view towards the helpfulness of gamification activities- cycle 1

SPECIFIC FINDINGS- CYCLE 2

Evaluation of the first cycle, which comes from learners’ suggestion and the teachers’ observational field notes, helped identify an area of focus and develop an action plan for cycle 2

4.3.1 Identifying an area of focus- Evaluation of cycle 1

A total of 21 suggestions regarding Cycle 1 activities were gathered, with nearly half of the responses indicating that teachers should continue similar activities, as illustrated in Figure 4.8 Some respondents emphasized the need for students to have more preparation time, suggesting they prepare ideas at home to optimize class time Additionally, three suggestions focused on simplifying the activity content; for instance, one student proposed that instead of arranging numerous phrases into a complete essay, students should only arrange phrases into sentences, making the task less complex and enhancing their learning experience.

Giving chances to practice and improve

Helping students learn new things

Activities are competitiveBoosting teamworkMaking lessons interesting

Figure 4.8 Learners’ suggestions on the use of gamification activities- cycle 1

Based on teacher observations, there was a need to clarify the point system, which was revised to award 2A for the top learner or group, 1A for the second, and B for the third (noting that 2B equals 1A) This change was implemented after the first activity of the cycle Additionally, internet connectivity issues impacted the quiz conducted on kahoot.it, as two students lacked cell phones and had to share with the teacher, leading to concerns about fairness since the quiz was intended to be individual To address these challenges, the teacher should consider activities that do not depend on internet access and allow students to prepare ideas for writing task 2 in advance to optimize time management.

4.3.2 An action plan for cycle 2

Following the identification of a focus area for the second cycle, the teacher proceeded to plan activities and implement necessary adjustments After the initial week of this cycle, a three-week Lunar New Year holiday occurred, followed by an additional week.

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50% Need to improve content of activities

Need to have more similar activities

Need to clarify point system

Need more time to prepare

53 of delay because of the pandemic This somehow affected the researcher’s plan as well as the learners’ attitudes

In the second cycle of this study, I focused on Units 2 and 3 of the course book, where learners identified key features of essays related to pie charts and processes They practiced using linking words and phrases to meet the Cohesion & Coherence criteria outlined in the IELTS Writing band descriptors By the end of the cycle, students were expected to write three complete essays: one describing pie charts, another detailing a process for writing task 1, and a third discussing the advantages and disadvantages for writing task 2.

Gamification elements and mechanics play a crucial role in achieving learning objectives and enhancing student engagement in writing activities Key components include performance graphs, constant feedback, leaderboards, achievements, and challenges, along with mechanics such as point systems, scores, and time constraints.

During the first three weeks of the cycle, three writing activities were conducted, followed by a final questionnaire to gather data on the use of the performance graph and feedback, which had been utilized throughout the cycle After each writing activity, a questionnaire was administered to assess students' views and engagement levels, as well as to evaluate the achievement of learning objectives (see Appendix D for the full questionnaire) Additionally, attitudes towards the performance graph and ongoing feedback were measured at the end of cycle 2 through another questionnaire found in Appendix E Teachers' observation field notes, located in Appendix C, were also used to supplement and verify the collected data To motivate learners to actively participate in classroom activities and complete their assignments, awards were distributed at the end of the cycle.

In the second cycle, two writing activities, arranging separate phrases and the wheel of names, were retained with minor modifications However, the teacher replaced the Kahoot.it quiz activity to mitigate issues related to insufficient cell phones for each student and unreliable internet connectivity This change was unfortunate, as students had previously shown strong engagement in this activity Improved internet access would enhance the center's ability to implement a wider range of computer-based activities The activity plan for the second cycle is detailed in Table 4.4.

Summary of activity plan for cycle 2

Activities Objectives Gamification elements/ mechanics

-Encourage students to submit their essays on time

Throughout the entire course to keep track on students’ progress, after writing lessons

-Give feedback on common mistakes

Performance graph Constant feedback Point system

During writing lessons and after students submit their essays

Arranging separate sentences to form a full essay describing pie charts

- Identifying main features of an essay describing pie charts

- Sentence structures describing pie charts

Leader board Achievement Challenge Mechanics

(point systems, scores, and time constraints)

Arranging separate phrases to make full sentences

Matching these separate sentences to form a full essay

- Identifying main features of an essay describing a process

Leader board Achievement Challenge Constant feedback Mechanics

(point systems, scores, and time constraints)

(Expand ideas using given discourse markers)

Linking words/ phrases (discourse markers)

Achievement Challenge Constant feedback Mechanics

(point systems, scores, and time constraints)

4.3.3 Analysis and interpretation of data- cycle 2

4.3.3.1 Learners’ engagement level in activities using gamification -cycle 2

Table 4.5 compares learners' engagement levels across two cycles of the study, revealing similar engagement compared to the first cycle In the second cycle, out of 30 responses, 21 participants reported being "Really engaged" while 9 indicated they were "Engaged." However, observational field notes suggest that learners displayed less enthusiasm for the paper-based activity of arranging phrases compared to the computer-based tasks.

Level of learners’ engagement in gamification activities- two cycles

The study gathered 65 opinions on the impact of three writing activities on student engagement in the second cycle Key findings revealed that these activities provided opportunities for practice and improvement (10 responses), made lessons more engaging (9 responses), and facilitated learning through feedback (11 responses) Additionally, students appreciated the ability to track their progress (12 responses) and received reminders for tasks (8 responses) Other notable reasons mentioned included opportunities to learn new concepts, comprehensible lessons, and enhanced teamwork, each cited 4-5 times Furthermore, some learners were motivated to participate due to points and rewards Table 4.6 illustrates the comparison of responses regarding engagement reasons in the gamification activities across the two cycles of the study.

Learners’ reasons for engaging in gamification activities- two cycles

Giving chances to practice and improve 28% 9 15% 10

Helping students learn new things 6% 2 6% 4

Helping students learn from feedback 3% 1 17% 11

Helping students keep track of progress 3% 1 18% 12

4.3.3.2 Learners’ views towards activities using gamification in IELTS preparation course- cycle 2

A total of 52 responses were gathered regarding the effectiveness of five activities in the second cycle, as shown in the accompanying figure Consistent with the first cycle, the majority of participants (37) found the activities to be Very helpful, while 14 considered them Helpful, indicating a generally positive attitude towards gamification in writing lessons However, one respondent expressed uncertainty about the usefulness of the performance graph, citing that it was not effective for her due to her busy high school coursework.

Figure 4.9 Learners’ view towards the helpfulness of gamification activities-cycle 2

In this cycle, learners provided 37 responses highlighting the usefulness of the activities Consistent with cycle 1, 11 learners noted that the activities offered opportunities for practice and improvement, while 8 emphasized that they facilitated learning new concepts Additionally, 7 participants found the performance graph instrumental in tracking their progress, and 4 mentioned it served as a reminder for tasks Furthermore, 6 learners indicated that the activities aided in learning from feedback.

I'm not sure Helpful Very helpful

Figure 4.10 Learners’ explanations on the usefulness of gamification activities-cycle 2

In cycle 2, 16 suggestions were made, categorized into three main areas: four focused on enhancing the content of activities, one emphasized the necessity for learners to have additional preparation time, and eleven expressed a desire for more similar activities in the future.

To enhance engagement, it is essential to organize a wider variety of innovative activities, as learners show a greater interest in computer-based options like the Wheel of Names and Kahoot.it compared to traditional paper-based tasks such as arranging phrases The diminished enthusiasm for the latter may stem from its repetitive nature, despite minor modifications Additionally, the Kahoot.it activity was removed in the second cycle due to insufficient cell phone availability and poor internet connectivity Therefore, it is recommended that teachers encourage students to bring their smartphones and advocate for improvements in internet access at the center.

Following cycle 2, a recommendation was made to implement stricter deadlines However, this could negatively affect students, as three learners reported feeling stressed due to the performance graph They expressed that the added pressure was challenging, especially while managing their schoolwork.

Giving chances to practice and improve

Helping students learn new things

Making lessons interesting Helping students learn from feedback

Reminding students' of tasksHelping students keep track of progress

The teacher demonstrates flexibility by allowing students to submit their essays at a later date if they are occupied with exam preparations, ensuring that all learners have the opportunity to complete their work without added pressure.

DISCUSSION

4.4.1 Learners’ high engagement level in gamification activities

This study highlights that a majority of learners actively engaged in writing activities enhanced by gamification, particularly through computer-based tools like Wheel of Names and Kahoot.it This observation aligns with previous research conducted by Hammer & Lee (2011) and Muntean (2011, as cited in Lui, S., 2012; Huang).

W H & Soman, D., 2013; Ocriciano, 2016) that gamification helps to engage and motivate learners

The learners recognized the value of the teacher's feedback and performance graph in enhancing their engagement with writing activities Participants reported that these tools enabled them to identify their strengths and weaknesses in writing skills, allowing for better self-monitoring of their progress.

The performance graph and teacher feedback significantly enhance learning progress, achieving a 60% improvement This aligns with Ocriciano's (2016) findings, which indicate that meaningful feedback from teachers is more effective when students are actively engaged.

Learners' engagement levels were categorized into two primary groups: 1) Engage learners & Motivate action and 2) Promote learning, reflecting the core objectives of gamification activities as outlined in the study's conceptual framework These objectives align with the course's learning outcomes and the principles of gamification proposed by Stott & Neustaedter (2013), emphasizing the importance of allowing learners the freedom to fail and providing rapid feedback The first group highlighted the need for interesting lessons, opportunities for practice and improvement, and enhanced comprehension The second group focused on promoting learning through teamwork, motivation via points, constructive feedback, and progress tracking Ultimately, the gamification activities implemented in the course effectively achieved these objectives, supporting findings from Kim et al (2018) that suggest gamifying instruction enhances learners' achievement and makes learning more enjoyable.

4.4.2 Learners’ positive views on the use of gamification activities

Participants overwhelmingly found the gamification activities beneficial, primarily because they provided opportunities for skill improvement and learning These activities also aided in tracking progress, enhancing teamwork, facilitating feedback learning, and serving as reminders for tasks This aligns with the findings of Kim, S et al (2018) regarding the advantages of gamification.

61 helps provide instant feedback, allows learners to check their progress, and promotes teamwork skills

CONCLUSION