Gamification in spoken language pedagogy: Indonesian EFL teachers

Authors

DOI:

https://doi.org/10.23971/jefl.v14i2.7506

Keywords:

EFL teachers’ perceptions, game elements, gamification, teaching speaking, teaching strategy

Abstract

Gamification enhances student engagement and learning through problem-solving, storytelling, competition, and rewards, but its success depends on having well-trained teachers. Thus, investigating educators' perspectives on using gamification, particularly in teaching speaking, is essential. The study aims to explore Indonesian EFL teachers

Downloads

Download data is not yet available.

Author Biographies

  • Nurlaila Nurlaila, Universitas Negeri Malang, Malang,
    Nurlaila was born in Pasuruan, Indonesia. She received her bachelor’s degree at Universitas Muhammadiyah Malang, Indonesia, in 2017. She is currently a graduate student at the English Department, Faculty of Letters, Universitas Negeri Malang (UM), Malang, Indonesia, with a research focus on collaborative teaching between Indonesian teachers and Thailand teachers in teaching English.
  • Anik Nunuk Wulyani, Universitas Negeri Malang, Malang,
    Anik Nunuk Wulyani is a faculty member of the Department of English, Faculty of Letters, Universitas Negeri Malang (UM), Malang, Indonesia. She obtained her master's degree from Universitas Pendidikan Indonesia, Bandung, Indonesia, and a doctorate degree from Victoria University of Wellington, Te Herenga Waka, New Zealand. Her research interests include teacher professional development (TPD), extensive reading, teacher research, and TEFL. She has been extensively involved in formal and informal teacher training with her institution and the Indonesian Extensive Reading Association (IERA).
  • Hermiyanti Tri Halisiana, Zhejiang Gongshang University, Hangzhou,
    Hermiyanti Tri Halisiana is a dedicated English instructor with a Bachelor's degree in English Language Teaching from Universitas Negeri Malang (UM), Malang, Indonesia. Born in Pamekasan on April 8, 1996, she has finished her elementary and high school education in Pamekasan, Madura, Indonesia. She has been sharing her passion for the English language by teaching English for Specific Languages since September 2019. In response to the challenges posed by the pandemic, she is currently pursuing a master degree in Applied Linguistics in Foreign Languages at Zhejiang Gongshang University, Hangzhou, China, demonstrating her commitment to continuous learning and professional growth.

References

Abdeen, F., & Albiladi, W. S. (2021). Gamification and technology-based learning: Uncovering the potential of using games in language teaching and learning. Journal of Studies in Education, 11(2), 62-70. https://doi.org/10.5296/jse.v11i2.18339

Al-Azawi, R., Al-Faliti, F., & Al-Blushi, M. (2016). Educational gamification vs. game-based learning: Comparative study. International Journal of Innovation, Management and Technology, 7(4), 132-136. https://doi.org/10.18178/ijimt.2016.7.4.659

Annamalai, N., Zakarneh, B., Eltahir, M. E., Alsalhi, N. R., & Zyoud, S. H. (2022). An exploratory study of non-technological gamified lessons in a Lithuanian ESL classroom. International Journal of English Language and Literature Studies, 11(4), 167-180. https://doi.org/10.55493/5019.v11i4.4664

Asifayanti, Weda, S., & Abduh, A. (2021). Exploring teachers

Cheng, V. W. S. (2020). Recommendations for implementing gamification for mental health and wellbeing. Frontiers in Psychology, 11, 1-15 https://doi.org/10.3389/fpsyg.2020.586379

Creswell, J. W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research. Pearson Education.

Dehghanzadeh, H., Fardanesh, H., Hatami, J., Talaee, E., & Noroozi, O. (2019). Using gamification to support learning English as a second language: A systematic review. Computer Assisted Language Learning, 34(7), 934-957. https://doi.org/10.1080/09588221.2019.1648298

Dindar, M., Ren, L., & J

Fijačko, N., Gosak, L., Debeljak, N., Skok, P., Štiglic, G., & Cilar, L. (2020). Gamification in nursing. Obzornik Zdravstvene Nege, 54(2), 133-152. https://doi.org/10.14528/snr.2020.54.2.2991

G

Hsiao, H. C. (2007). A brief review of digital games and learning. In First IEEE International Workshop on Digital Game and Intelligent Toy Enhanced Learning (DIGITEL'07) (pp. 124-129). Jhongli. https://doi.org/10.1109/digitel.2007.3

Jaafar, M. N. B., & Yusoff, N. M. R. N. (2022). Experimental study of the effectiveness of gamification module for Arabic language in primary school. International Journal of Academic Research in Business and Social Sciences, 12(6), 2102-2177. https://doi.org/10.6007/ijarbss/v12-i6/14220

Jie, Y. X., Zakaria, A. Z. b., & Hassan, H. b. (2023). The use of gamification in enhancing students' engagement and performance in ESL speaking lessons. International Journal of Academic Research in Business and Social Sciences, 13(1), 479-503. https://doi.org/10.6007/ijarbss/v13-i1/16205

Kaur, P., & Nadarajan, R. (2020). Language learning and teaching using Kahoot! International Journal of Modern Education, 2(5), 19-28. https://doi.org/10.35631/ijmoe.25003

Khatoon, S. (2023). Exploring the impact of gamification on language learning performance among intermediate college students: the role of motivation, engagement, and self-reliance. Pakistan Languages and Humanities Review, 7(2), 284

Kuzborska, I. (2011). Links between teachers

Latkovska, E., & Cine, A. (2022). Gamification elements in English lessons to encourage young learners' communication in a foreign language. Human, Technologies and Quality of Education, 46, 650-659. https://doi.org/10.22364/htqe.2022.46

Mart

Phuong, H. T. T. (2020). Gamified learning: Are Vietnamese EFL learners ready yet? International Journal of Emerging Technologies in Learning (iJET), 15(24), 242

Richards, J. C., & Rodgers, T. (2001). Approaches and methods in language teaching. Cambridge University Press. https://doi.org/10.1017/CBO9780511667305

Rizzardini, R., Chan, M., & Guetl, C. (2016). An attrition model for MOOCs: Evaluating the learning strategies of gamification. In Formative Assessment, Learning Data Analytics and Gamification (pp. 295

Sajinčič, N., Sandak, A., & Starčič, A. I. (2022). Pre-service and in-service teachers

Siregar, Y., Iskandar, I., & Dewanti, R. (2022). Teaching Indonesian speaking skills with a gamification approach. English Education Journal, 13(3), 361-372. https://doi.org/10.24815/eej.v13i3.26190

Sutjonong, W. R., Salim, R. M. A., & Safitri, S. (2022). Teachers

Toda, A. M., Klock, A. C. T., Oliveira, W., Palomino, P. T., Rodrigues, L., Shi, L., Bittencourt, I., Gasparini, I., Isotani, S., & Cristea, A. I. (2019). Analysing gamification elements in educational environments using an existing Gamification taxonomy. Smart Learning Environments, 6(1), 1-14. https://doi.org/10.1186/s40561-019-0106-1

Widiati, U., & Cahyono, B. Y. (2016). The teaching of EFL speaking in the Indonesian context: The state of the art. Jurnal Bahasa dan Seni, 34(2), 269-292. https://doi.org/10.17977/jip.v13i3.40

You, R. (2023). Research on teaching function of three-creativity integration curriculum system. Frontiers in Business, Economics and Management, 10(3), 102-105. https://doi.org/10.54097/fbem.v10i3.11457

Zhang, S., & Hasim, Z. (2023). Gamification in EFL/ESL instruction: A systematic review of empirical research. Frontiers in Psychology, 13, 1-12. https://doi.org/10.3389/fpsyg.2022.1030790

Zulkifli, H., Tamuri, A. H., & Azman, N. (2022). Understanding creative teaching in twenty-first-century learning among Islamic education teachers during the COVID-19 pandemic. Frontiers in Psychology, 13, 1-13. https://doi.org/10.3389/fpsyg.2022.920859

Downloads

Additional Files

Published

28-09-2024

Issue

Vol. 14 No. 2 (2024): Issued in September 2024

Section

Articles

License

  • All articles published in JEFL are licensed under a Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA) license. This means anyone is free to copy, transform, or redistribute articles for any lawful purpose in any medium, provided they give appropriate attribution to the original author(s) and JEFL, link to the license, indicate if changes were made, and redistribute any derivative work under the same license.
  • Copyright on articles is retained by the respective author(s), without restrictions. A non-exclusive license is granted to JEFL to publish the article and identify itself as its original publisher, along with the commercial right to include the article in a hardcopy issue for sale to libraries and individuals.
  • Although the conditions of the Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA) license do not apply to authors (as the copyright holder of your article, you have no restrictions on your rights), by submitting to JEFL, authors recognize the rights of readers and must grant any third party the right to use their articles to the extent provided by the license. 
Abstract viewed: 361 times
PDF downloaded: 215 times Statement of Originality downloaded: 0 times Title Page downloaded: 2 times Cover Letter downloaded: 4 times Authors' Bio-Data downloaded: 4 times Submission Checklist downloaded: 0 times