The use of gamification in formative assessment of vocabulary learning

Abstract

The objective of this research was to evaluate the use of gamification in the formative assessment of vocabulary learning in seventh grade students of EGB of the Unidad Educativa Fiscomisional Mons. Luis Alfonso Crespo Chiriboga. The study population consisted of 48 students of 7th grade EGB of A and B classes. This work used a quasi-experimental design to with a cross-sectional descriptive, analytical and explanatory scope, in this sense, the present study established the type of relationship that exists between the variables raised, to understand the circumstances or situations in which the gamification methodology affects the learning of vocabulary. During the research four types of gamification applications were used: Wordwall, Kahoot, Blooket and Quizizz. The techniques and instruments used to collect data and criteria were the pre-and post- test, the former was applied before starting the teaching process and the latter was carried out at the end of the process. Likewise, the survey was used, which was applied at the beginning of the teaching process to gain better insights into EFL students’ beliefs about the incorporation of games as a strategy to assess vocabulary. The results showed that the employment of gamification was effective in students' vocabulary learning. Therefore, applying gamification in the classroom can be a promising and innovative strategy for educators to engage not only their students' attention, or receive instant feedback, but also to develop students learning skills such as self-regulation, autonomy, or to increase the motivation.