Digital Gamification in EAP: Enhancing University Students’ Academic Vocabulary Learning via Quizlet

Abstract

The current study explored the impact of digital games on a group of year one engineering students’ academic vocabulary learning in a Chinese university. Participants were randomly assigned into control group (N=21) and experiment group (N=20). Both groups used the Quizlet Flashcard and Gravity games to study and review vocabulary but the latter had eight competitions using Quizlet Live platform every two weeks. A mixed method of pre/posttest, quantitative and qualitative design was adopted. Data from the participants’ pre/posttests, questionnaire, reflection reports and writing practice were analyzed. The findings show that: (1) digital educational games effectively improved students’ vocabulary learning effect (both receptive and productive knowledge) in both groups; (2) students in the experiment group showed a more obvious progress in terms of productive vocabulary acquisition and an increased awareness toward the accurate use of vocabulary in writing; (3) the vast majority of participants favored Quizlet and would use it themselves and recommend it to others. Findings of this research could shed light on other digital-game based vocabulary learning and research.