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This study aimed to examine and compare the impact of gamified and non-gamified instruction on the vocabulary development and motivation of students enrolled in an English language preparatory program at a Turkish university. The perceptions of the participants about learning vocabulary through gamification were further explored in the study. A sample of 32 (16 control group, 16 experimental group) intermediate (B1 level) students participated in the study. Data were collected quantitatively using pre- and post-vocabulary tests and pre- and post-motivation questionnaires as well as qualitatively through semi-structured interviews. The findings revealed that the implementation of gamified instruction positively influenced student motivation. However, no significant difference was found between the two groups in their vocabulary development apart from a slight increase in the experimental group. Finally, the students perceived gamified instruction as an efficient way to learn and practice vocabulary. The gathered findings provide pedagogical implications and suggestions for implementing gamified instruction in language classrooms.
Sadeghi et al. (Tue,) studied this question.