The impact of Quizizz-based gamified learning on EFL learners’ vocabulary acquisition
Keywords:
Quizizz, EFL, Vocabulary, Gamification, Self-Determination TheoryAbstract
This quasi-experimental study investigates the effectiveness of Quizizz-based gamified learning on vocabulary acquisition among 9th-grade EFL students. Using a pre-test/post-test control group design with 86 participants, the study compared an experimental group using Quizizz with a control group using traditional methods over eight weeks. Results indicate that the experimental group achieved statistically significant higher vocabulary gains. Perception data, analyzed through Self-Determination Theory, revealed high levels of student autonomy, competence, and relatedness, suggesting that gamification enhances intrinsic motivation. The findings imply that educators should integrate interactive digital platforms to foster engaging and effective vocabulary instruction in secondary classrooms. Further research is recommended to explore long-term retention and the scalability of gamified approaches in diverse educational contexts.
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