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Title

A Gamified Learning Environment (Moodle) to Enhance English Language Learning at University Level.

Authors

Boudadi, Nadia Azzouz; Gutiérrez-Colón, Mar; Usart Rodríguez, Mireia

Abstract

This paper explores the use of gamification in Second Language Acquisition (SLA) within Computer-Assisted Language Learning (CALL). The aim is to investigate the effects of a gamified learning environment, specifically Moodle, on psychobehavioural factors and English learning achievement, and to discuss the affordances of gamification based on empirical findings, contributed both by the present study and previous research. For this purpose, a case study was conducted at the University of Andorra, where a treatment group completed a gamified English course on Moodle, and a control group did the same tasks without gamification. A mixed methodology was used to measure both affective and cognitive variables as well as students' perceptions on their gamified learning experience. The results show that the treatment group outperformed the control group in Foreign Language Anxiety (FLA) and in Academic Motivation (AM). As for the effects on speaking fluency, they are inconclusive, which is consistent with previous literature. Consequently, the authors advocate for further research to explore the effects of gamification on actual learning in different learning disciplines, beyond students' mere perceptions.

Subjects

PSYCHOLOGY of students; COMPUTER assisted language instruction; SECOND language acquisition; ACADEMIC motivation; CLASSROOM environment; PSYCHOEDUCATION

Publication

International Journal of Instruction, 2024, Vol 17, Issue 4, p483

ISSN

1694-609X

Publication type

Academic Journal

DOI

10.29333/iji.2024.17427a

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