The Effect of Gamified Flipped Classroom on the Improvement of Vocabulary Learning of Iranian Pre-Intermediate EFL Learners
The current study aimed to improve vocabulary learning by using gamification in the flipped classroom context. To this end, all of the study’s population comprised high school learners at two high schools in Roodan, a city in Hormozgan, Iran. The participants were divided into three classes, class A...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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English Education Department, Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang
2021-10-01
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| Series: | Vision: Journal for Language and Foreign Language Learning |
| Subjects: | |
| Online Access: | https://journal.walisongo.ac.id/index.php/vision/article/view/8577 |
| _version_ | 1797984397825146880 |
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| author | Farhad Fahandezh Asieyeh Mohammadi |
| author_facet | Farhad Fahandezh Asieyeh Mohammadi |
| author_sort | Farhad Fahandezh |
| collection | DOAJ |
| description | The current study aimed to improve vocabulary learning by using gamification in the flipped classroom context. To this end, all of the study’s population comprised high school learners at two high schools in Roodan, a city in Hormozgan, Iran. The participants were divided into three classes, class A consisting of 40 students, class B comprising 40 students, and class C consisting of thirty learners. All learners were female. In order to ensure that the learners were homogeneous, the Preliminary English Test (PET) was applied. Class A was chosen as the experimental group (gamified flipped classroom), whereas classes B and C were chosen as the control groups. Data were collected through the vocabulary and placement tests. Results indicate that gamification in the flipped context could have a significant effect on vocabulary improvement. This study suggests certain implications for English teachers, policymakers, and material developers. As a new teaching model, it offers a new method of vocabulary teaching. |
| first_indexed | 2024-04-11T07:00:58Z |
| format | Article |
| id | doaj.art-493e15f8d41243e697bcd44e82853a66 |
| institution | Directory Open Access Journal |
| issn | 2252-8385 2541-4399 |
| language | English |
| last_indexed | 2024-04-11T07:00:58Z |
| publishDate | 2021-10-01 |
| publisher | English Education Department, Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang |
| record_format | Article |
| series | Vision: Journal for Language and Foreign Language Learning |
| spelling | doaj.art-493e15f8d41243e697bcd44e82853a662022-12-22T04:38:40ZengEnglish Education Department, Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo SemarangVision: Journal for Language and Foreign Language Learning2252-83852541-43992021-10-01102839810.21580/vjv10i285773298The Effect of Gamified Flipped Classroom on the Improvement of Vocabulary Learning of Iranian Pre-Intermediate EFL LearnersFarhad Fahandezh0Asieyeh Mohammadi1English Department, Bandar Abbas Branch, Islamic Azad University, HormozganEnglish Department, Bandar Abbas Branch, Islamic Azad University, HormozganThe current study aimed to improve vocabulary learning by using gamification in the flipped classroom context. To this end, all of the study’s population comprised high school learners at two high schools in Roodan, a city in Hormozgan, Iran. The participants were divided into three classes, class A consisting of 40 students, class B comprising 40 students, and class C consisting of thirty learners. All learners were female. In order to ensure that the learners were homogeneous, the Preliminary English Test (PET) was applied. Class A was chosen as the experimental group (gamified flipped classroom), whereas classes B and C were chosen as the control groups. Data were collected through the vocabulary and placement tests. Results indicate that gamification in the flipped context could have a significant effect on vocabulary improvement. This study suggests certain implications for English teachers, policymakers, and material developers. As a new teaching model, it offers a new method of vocabulary teaching.https://journal.walisongo.ac.id/index.php/vision/article/view/8577gamifiedflipped classroomvocabulary learningpre-intermediateefl |
| spellingShingle | Farhad Fahandezh Asieyeh Mohammadi The Effect of Gamified Flipped Classroom on the Improvement of Vocabulary Learning of Iranian Pre-Intermediate EFL Learners Vision: Journal for Language and Foreign Language Learning gamified flipped classroom vocabulary learning pre-intermediate efl |
| title | The Effect of Gamified Flipped Classroom on the Improvement of Vocabulary Learning of Iranian Pre-Intermediate EFL Learners |
| title_full | The Effect of Gamified Flipped Classroom on the Improvement of Vocabulary Learning of Iranian Pre-Intermediate EFL Learners |
| title_fullStr | The Effect of Gamified Flipped Classroom on the Improvement of Vocabulary Learning of Iranian Pre-Intermediate EFL Learners |
| title_full_unstemmed | The Effect of Gamified Flipped Classroom on the Improvement of Vocabulary Learning of Iranian Pre-Intermediate EFL Learners |
| title_short | The Effect of Gamified Flipped Classroom on the Improvement of Vocabulary Learning of Iranian Pre-Intermediate EFL Learners |
| title_sort | effect of gamified flipped classroom on the improvement of vocabulary learning of iranian pre intermediate efl learners |
| topic | gamified flipped classroom vocabulary learning pre-intermediate efl |
| url | https://journal.walisongo.ac.id/index.php/vision/article/view/8577 |
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