From Core to Specialized Vocabulary in Cuban Teacher Trainees: A Gamification-Based Proposal

This study investigates the transition from core to specialized vocabulary learning in Cuban English teacher trainees. It is based on a needs analysis that identified challenges, including limited exposure to authentic contexts and low retention of educational terminology. A gamified framework that integrates word form, meaning, and use is proposed to enhance engagement and motivation. Data were collected through surveys and semi-structured interviews with 114 foreign language students and analyzed using descriptive statistics and thematic analysis. Results show that students rely on memorization strategies, while digital tools are used inconsistently. These findings highlight the need for more context-based vocabulary instruction.