Applying Wayground to Teach English Vocabulary For 12 th Grade at Nguyen Thi Dinh High School for the Gifted in Sports, Ho Chi Minh City

This study examines the effectiveness of Wayground, a gamified digital learning platform, in enhancing English vocabulary learning among Grade 12 students at Nguyen Thi Dinh 7High School for the Gifted in Sports. Grounded in the Technology Acceptance Model (TAM), the research adopted a sequential explanatory mixed-methods design to investigate both students’ vocabulary achievement and their perceptions of the platform. Quantitative data were collected through vocabulary pre-tests and post-tests as well as a structured questionnaire administered to 119 students, while qualitative data were obtained through classroom observations and semi-structured interviews with EFL teachers. The quantitative data were analyzed using descriptive statistics through SPSS 27, whereas the qualitative data were examined using thematic analysis. The findings revealed a statistically significant improvement in students’ vocabulary performance after the implementation of Wayground, with mean scores increasing from 6.01 in the pre-test to 7.53 in the post-test. In addition, students reported high levels of acceptance of the platform across several dimensions, including perceived learning outcomes, attitudes toward learning, usability, engagement, and frequency of use, with average mean scores approaching 4.00 on a five-point Likert scale. Strong positive correlations (r =.926–.963, p <.001) further indicated that Wayground contributed substantially to students’ motivation and engagement in vocabulary learning activities. Qualitative findings supported the quantitative results by revealing that Wayground created an interactive, flexible, and learner-centered environment that was particularly beneficial for students with demanding athletic training schedules. Teachers also perceived the platform as an effective tool for increasing classroom participation and promoting vocabulary retention. However, several minor challenges related to technical limitations and students’ autonomous learning practices were also identified. Overall, the study concludes that the integration of gamified digital platforms such as Wayground can significantly enhance vocabulary learning outcomes and student engagement in EFL contexts. The findings provide important pedagogical implications for educators seeking to integrate technology-assisted learning tools into vocabulary instruction, particularly in specialized educational settings where students face challenges in balancing academic and extracurricular commitments.