THE ROLE OF GAMIFIED LANGUAGE LEARNING APPLICATIONS IN ENHANCING MOTIVATION: A REVIEW OF SECOND LANGUAGE ACQUISITIONS STUDIES
Keywords:
gamification,, motivation, second language acquisition, language learning applications, personalization, educational technology
Abstract
Gamification has emerged as an innovative approach in second language acquisition, particularly in enhancing learners’ motivation and engagement. By incorporating elements such as points, badges, leaderboards, and challenges, gamified language learning applications like Duolingo and Quizlet create interactive and enjoyable learning experiences. This study reviews recent literature on the impact of gamification on motivation, learning outcomes, and student engagement in second language learning. The findings indicate that gamification can enhance intrinsic and extrinsic motivation while reducing language learning anxiety by fostering a safe and supportive learning environment. Additionally, gamification supports personalized learning, allowing students to learn at their own pace and according to their preferences. However, challenges such as the misalignment of game elements with pedagogical goals and the risk of over-reliance on extrinsic motivation require careful attention. This research provides recommendations for language learning application developers to optimize gamification design for effectiveness, inclusivity, and adaptability.
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Vathanalaoha, K. (2022). Effects of gamification in English language learning: The implementation of "Winner English" in secondary education in Thailand. LEARN Journal: Language Education and Acquisition Research Network, 15(2), 830–857.
Viberg, O., Kukulska-Hulme, A., & Peeters, W. (2023). Affective support for self-regulation in mobile-assisted language learning. International Journal of Mobile and Blended Learning (IJMBL), 15(2), 1–15.
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Wichadee, S., & Pattanapichet, F. (2018). Enhancement of performance and motivation through application of digital games in an English language class. Teaching English with Technology, 18(1), 77–92.
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Youngberg, J. M. (2024). Middle-level teachers’ perceptions of gamification on student engagement: A qualitative descriptive study (Doctoral dissertation, Grand Canyon University).
Zakaria, A. L. J., Anas, B., & Malki, M. O. C. (2024). A systematic review of gamification in MOOCs: Effects on student motivation, engagement, and dropout rates. Journal of Educators Online, 21(2), n2.
Aljumah, F. H. (2020). Second Language Acquisition: A Framework and Historical Background on Its Research. English Language Teaching, 13(8), 200–207.
Bai, Y. (2024). A mixed methods investigation of mobile-based language learning on EFL students’ listening, speaking, foreign language enjoyment, and anxiety. SAGE Open, 14(2), 21582440241255554.
Boudadi, N. A., & Gutiérrez-Colón, M. (2020). Effect of gamification on students’ motivation and learning achievement in second language acquisition within higher education: A literature review 2011–2019. The EuroCALL Review, 28(1), 57–69.
Castillo-Parra, B., Hidalgo-Cajo, B. G., Vásconez-Barrera, M., & Oleas-López, J. (2022). Gamification in higher education: A review of the literature. World Journal on Educational Technology: Current Issues, 14(3), 797–816.
Chiera, B., Bédi, B., & Zviel-Girshin, R. (2022). Using learner data from Duolingo to detect micro-and macroscopic granularity through machine learning methods to capture the language learning journey. Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022, 58.
Gafni, R., Achituv, D. B., & Rahmani, G. (2017). Learning foreign languages using mobile applications. Journal of Information Technology Education: Research, 16, 301.
James, K. K., & Mayer, R. E. (2019). Learning a second language by playing a game. Applied Cognitive Psychology, 33(4), 669–674.
Kazu, I. Y., & Kuvvetli, M. (2024). Improve speaking skills with Duolingo's mobile game-based language learning. Asian Journal of Education and Training, 10(1), 62–75.
Li, R. (2023). Effects of mobile-assisted language learning on EFL learners' listening skill development. Educational Technology & Society, 26(2), 36–49.
Macías, Z. L. V., Hernández, A. A. R., & Saenz, C. L. S. (2020). Digital games (gamification) in learning and training: An approach to adaptation and integration in the classroom. GIST: Education and Learning Research Journal, 20, 171–188.
Nilubol, K., & Sitthitikul, P. (2023). Gamification: Trends and opportunities in language teaching and learning practices. PASAA: Journal of Language Teaching and Learning in Thailand, 67, 378–400.
Özer, S., & Akay, C. (2023). Mobile-assisted language learning of students: A qualitative meta-synthesis by ENTREQ Statement. Journal on School Educational Technology, 18(3), 38–49. Pennington, V., Howell, E., Kaminski, R., Ferguson-Sams, N., Gazioglu, M., Mittapalli, K., & Cole, M. (2024). Multilingual teaching and digital tools: The intersections of new media literacies and language learning. Journal for Multicultural Education, 18(1/2), 126–138.
Seven, M. A. (2020). Motivation in language learning and teaching. African Educational Research Journal, 8, 62–71.
Sharma, D. (2023). Developing self-efficacy in public speaking using video and digital oratory on YouTube. Business and Professional Communication Quarterly, 86(2), 146–166.
Shortt, M., Tilak, S., Kuznetcova, I., Martens, B., & Akinkuolie, B. (2023). Gamification in mobile-assisted language learning: A systematic review of Duolingo literature from public release of 2012 to early 2020. Computer Assisted Language Learning, 36(3), 517–554.
Tam, F. W. M. (2009). Motivation in learning a second language: Exploring the contributions of family and classroom processes. Alberta Journal of Educational Research, 55(1).
Topu, F. B. (2024). Role of the students’ learning styles on motivation and perception towards gamified learning process. Journal of Learning and Teaching in Digital Age, 9(1), 61–79.
Vathanalaoha, K. (2022). Effects of gamification in English language learning: The implementation of "Winner English" in secondary education in Thailand. LEARN Journal: Language Education and Acquisition Research Network, 15(2), 830–857.
Viberg, O., Kukulska-Hulme, A., & Peeters, W. (2023). Affective support for self-regulation in mobile-assisted language learning. International Journal of Mobile and Blended Learning (IJMBL), 15(2), 1–15.
Wiboolyasarin, W., & Jinowat, N. (2024). Exploring teachers' experiences in bilingual education for young learners: Implications for dual-language learning apps design. Iranian Journal of Language Teaching Research, 12(1), 45–64.
Wichadee, S., & Pattanapichet, F. (2018). Enhancement of performance and motivation through application of digital games in an English language class. Teaching English with Technology, 18(1), 77–92.
Yaccob, N. S., Rahman, S. F. A., Mohamad, S. N. A., Rahim, A. A. A., Rashid, K. K. A., Aldaba, A. M. A., & Hashim, H. (2022). Gamifying ESL classrooms through gamified teaching and learning. Arab World English Journal.
Youngberg, J. M. (2024). Middle-level teachers’ perceptions of gamification on student engagement: A qualitative descriptive study (Doctoral dissertation, Grand Canyon University).
Zakaria, A. L. J., Anas, B., & Malki, M. O. C. (2024). A systematic review of gamification in MOOCs: Effects on student motivation, engagement, and dropout rates. Journal of Educators Online, 21(2), n2.
Published
2024-12-25
How to Cite
Florence Angelaila Fauzi, & Hesty Widiastuty. (2024). THE ROLE OF GAMIFIED LANGUAGE LEARNING APPLICATIONS IN ENHANCING MOTIVATION: A REVIEW OF SECOND LANGUAGE ACQUISITIONS STUDIES. INTERNATIONAL SEMINAR, 6, 357-370. Retrieved from https://conference.unita.ac.id/index.php/conference/article/view/210
Section
Articles
