The Impact of Using Some Gamification Strategies on EFL Prospective Teachers’ Vocabulary Learning and Class Engagement

Document Type : Original Article

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Faculty of Education- Minia University

Abstract

This study aimed to measure the impact of using some gamification strategies on EFL prospective faculty of education teachers’ vocabulary learning and class engagement. A quasi-experimental pre-post control group design was used to achieve the study objectives. One hundred and four students were randomly chosen from fourth-year prospective English majors at the Faculty of Education Minia University during the first semester of the academic year 2021/2022. They were divided into two intact groups: experimental and control. The experimental group students were trained using gamification strategies to develop their vocabulary learning and class engagement. The control group students were taught the same content through the regular method. The study instruments included a vocabulary learning test and a class engagement scale. Data collected from the participants (using a t-test) revealed that the experimental group outperformed the control group significantly in the post-test performance and on the scale. The study provides findings, recommendations, and suggestions for further research.

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