| Abstrakt: |
This study investigated the effects of digital and non-digital gamification on EFL learners' learning collocations, satisfaction, perceptions, and sense of flow. The participants divided into three groups of digitally gamified, non-digitally gamified, and non-gamified classes were 75 Iranian EFL students at B1 level. In each class, students were divided into two teams and received the treatment. The data collection instruments included a pretest and a posttest of collocation knowledge, the flow questionnaire, three open-ended questions, and a semi-structured interview. The results of ANCOVA revealed significant improvement in the collocation knowledge of the three groups. The results of an ANOVA revealed significant differences in the collocation posttest scores of digital and non-digital groups compared to that of non-gamified group. Additionally, both gamified groups were satisfied with using gamification for learning collocations, because they believed the class was highly competitive, encouraging them to collaborate and learn in teams. Both groups also had positive perceptions of implementing gamification for learning collocations, which included competition, teamwork, and challenging and fun learning environment. The results indicated that students of both gamified groups considerably experienced the sense of flow because their skills matched the challenges of the games, and they were absorbed in the games. This study recommends that EFL teachers implement gamification as an effective tool to tap into learners' emotions and to engage them in learning English collocations. [ABSTRACT FROM AUTHOR] |
