Enhancing Vocabulary Retention through Gamified Learning: Evidence from Vietnamese EFL Secondary Classrooms
Year: 2025
Type: article
Study design: Clinical Trial
Abstract: This study investigates the impact of gamified vocabulary education on vocabulary memory among Grade 7 EFL students in a Vietnamese secondary school. Conventional rote learning techniques rarely guarantee long-term retention, even if they frequently result in short-term memory. This study examines whether gamification enhances the long-term memory consolidation of lexical items by integrating constructivism, behaviorism, self-determination theory, and cognitive load theory. With 55 students split into an experimental group (n = 29) and a control group (n = 26), a quasi-experimental design was used. Over the course of a 16-week semester, both groups studied the same target vocabulary; however, the experimental group utilized gamified activities, including Quizizz, Kahoot!, Wordwall, and Blooket, while the control group employed traditional note-taking and repetition techniques. The experimental group performed significantly better than the control group on both posttest and delayed posttest measures, as indicated by the results of paired-samples and independent-samples t-tests. According to these results, gamification enhances vocabulary acquisition right away and promotes long-term retention. The possibility of incorporating gamified technologies into EFL vocabulary training to enhance student learning outcomes is highlighted by its pedagogical implications. Future research directions and limitations are also covered.
Authors: Anh Nguyen Thi Chau, Dieu Luong Thi Huyen
Institution: Lac Hong University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4415091925
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