The impacts of gamification on teaching vovabulary to young learners in ho chi minh city ma

VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES FACULTY OF ENGLISH LINGUISTICS AND LITERATURE THE IMPACTS OF GAMIFICATION ON TEACHING VOCABULARY TO YOUNG LEARNERS IN HO CHI MINH CITY A minor thesis submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By HO TRUC CHI Supervised by TRAN THI MINH PHUONG, Ph.D HO CHI MINH CITY, MAY 2021 STATEMENT OF AUTHORSHIP I hereby certify my authorship of the thesis submitted today entitle: THE IMPACTS OF GAMIFICATION ON TEACHING VOCABULARY TO YOUNG LEARNERS IN HO CHI MINH CITY in terms of the statement of Requirements for the Thesis in Master’s program issued by Higher Degree Committee The thesis has not been submitted for the award of any degree or diploma in any other situation Ho Chi Minh City, May 2021 Hồ Trúc Chi I RETENTION AND USE OF THE THESIS I hereby state that I, Hồ Trúc Chi being the candidate for the degree of Master in TESOL, accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the library In terms of these conditions, I agree that the origin of my thesis deposited in the library should be accessible for the purpose of study and research, in accordance with the normal conditions established by the library for the care, loan, or reproduction of the thesis Ho Chi Minh City, May 2021 Hồ Trúc Chi II ACKNOWLEDGEMENTS I would like to express my deepest and sincerest gratitude to my thesis supervisor, Dr Tran Thi Minh Phuong, who has provided helpful guidance, precious comments, and strong support in developing and completing this thesis Her dynamism, vision, sincerity, and motivation have deeply inspired me She has taught me the methodology to carry out the thesis and to present the thesis works as clearly as possible It was a great privilege and honor to work and study under her guidance I am extremely grateful for what she has offered me I would also like to acknowledge my debt to colleague teachers at Vietnam USA Society English Centers and Dong Do English Centers who have helped and shared their valuable comments and teaching experience related to the scope of this thesis Besides, I am grateful to learners at the above-mentioned language center, especially those who have taken part in the questionnaire This thesis would not have been accomplished without their support This thesis would not have been completed without the encouragement from my friends, Dr Pham Tran Chi at Cho Ray Hospital and Dr Anh Cao at Harvard University for their mental health and psychological support Last but not least, I would like to dedicate this thesis to my endlessly family members Their love and sympathy motivated me to complete this thesis III ABSTRACT The application of gamification in language teaching is perceived to have mass appeal among the learners in stimulating motivation, learner engagement, and social influence, especially in teaching vocabulary This study attempted to present a summary of the findings of state-of-the-art literature in the emerging field of gamification within the educational sphere of language instruction The study aimed to examine teachers' and learners' perceptions of gamification in teaching vocabulary, discover the language teachers' beliefs and practices of gamification in teaching vocabulary to young learners, and determine the learners' opinions on how gamification affects their motivation The study used a mixed-methods design to analyze both quantitative and qualitative data of questionnaire for learners, questionnaire for teachers, and teachers' interviews to investigate the real nature of learners' and teachers' conditions in the classroom for vocabulary teaching The findings of this study indicated that gamification was practical and had an effective impact on vocabulary teaching The finding in the interview for teachers showed that gamification supported learners to develop their motivation, interaction skills, and their learning achievement in the classroom Additionally, the learners' responses in the questionnaire showed they had positive attitudes towards integrating gamification in teaching vocabulary Therefore, the application of gamification contains a vital role in learning and teaching English vocabulary in Ho Chi Minh City Key words: Gamification, Vocabulary, Impact IV TABLE OF CONTENTS CHAPTER INTRODUCTION 1.1 Background of the study 1.2 Aims of the study 1.3 Research questions 1.4 Significance of the study 1.5 Scope of the study 1.6 Structure of the study CHAPTER LITERATURE REVIEW 2.1 Vocabulary acquisition 2.1.1 Definition and the role of vocabulary in language learning and teaching 2.1.1.1 What is vocabulary? 2.1.1.2 The role of vocabulary in language teaching and learning 2.1.2 Factors influencing vocabulary acquisition 2.1.2.1 Learners’ motivation 2.1.2.2 Learning environment 2.2 Perspectives on teaching vocabulary 10 2.2.1 Techniques in using gamification to teach vocabulary to young learners 10 2.2.2 Principles of teaching vocabulary 11 2.2.3 Stages in teaching vocabulary 12 2.2.4 Difficulties in teaching vocabulary 14 2.3 Teaching vocabulary through gamification 14 2.3.1 What is gamification? 14 2.3.2 Related literature in teaching vocabulary through gamification 15 2.3.3 The typical components of gamification 18 2.3.3.1 Point 18 2.3.3.2 Rewards 18 2.3.3.3 Leaderboards 19 V 2.3.3.4 Progress tracking 19 2.3.3.5 Game-based learning platforms 20 2.3.3.6 Other game elements 20 2.3.4 The impacts of using gamification on teaching vocabulary 21 2.3.4.1 Motivating learners to learn vocabulary 21 2.3.4.2 Enhancing social interaction 21 2.3.4.3 Developing vocabulary knowledge 22 2.4 Describing young learners 22 2.4.1 Who are young learners? 22 2.4.2 Young learners vocabulary strategies 23 2.4.3 Attitude of young learners toward gamification 24 2.5 Conceptual framework 25 2.6 Chapter summary 25 CHAPTER METHODOLOGY 27 3.1 Research questions 27 3.2 Research design 27 3.3 Piloting study 27 3.4 Research site and participants 31 3.4.1 Research sample of the teachers who answer the interview 32 3.4.2 Research sample of the teachers who answer the questionnaire 33 3.4.3 Research sample of the learners 34 3.5 Research instruments 34 3.5.1 Interview for teachers 35 3.5.2 Questionnaire for teachers 36 3.5.3 Questionnaire for learners 37 3.6 Data collection procedure 37 3.7 Procedure of data analysis 38 3.7.1 Qualitative analysis of interview data 38 3.7.2 Statistical analysis of questionnaires 39 3.8 Summary of the chapter 40 VI CHAPTER DATA ANALYSIS, RESULTS AND DISCUSSION OF FINDINGS 41 4.1 Responses to interview from the teachers 41 4.1.1 The purposes of teachers using gamification to teach vocabulary 41 4.1.2 The strengths and weaknesses of using gamification in teaching vocabulary 42 4.1.2.1 The strengths of using gamification in teaching vocabulary 42 4.1.2.2 The weaknesses of using gamification in teaching vocabulary 46 4.1.3 Teachers’ recommendations on the use of gamification in teaching vocabulary 48 4.2 Responses to the questionnaire from the teachers 50 4.2.1 Teachers’ opinions towards teaching vocabulary 50 4.2.1.1 The reliability of the questionnaire 51 4.2.1.2 Teachers’ opinions about the importance of vocabulary in language learning 52 4.2.1.3 Teachers’ opinions of the difficulties with the learner’s in learning vocabulary 53 4.2.2 Teachers’ opinions of applying gamification in teaching vocabulary 55 4.2.2.1 Game elements using in teaching vocabulary 55 4.2.2.2 Teachers’ opinions of the impacts of gamification on teaching vocabulary 57 4.3 Responses to questionnaire from the learners 62 4.3.1 Learners’ opinions of the vocabulary in learning English 62 4.3.1.1 The reliability of the questionnaire instrument 62 4.3.1.2 Learners’ attitudes toward vocabulary 63 4.3.2 Learners’ opinions of using gamification in learning motivation 66 4.3.3 The impacts of gamification on learning motivation and enhancing learners's vocabulary 69 4.4 Discussion 73 4.5 Summary of the chapter 75 CHAPTER RECOMMENDATION AND CONCLUSION 76 5.1 Summary of main points 76 5.2 Conclusion 76 VII 5.3 Limitations and recommendations for further research 77 5.3.1 Limitations 77 5.3.2 Recommendations for educational administrators 78 5.3.3 Recommendations for further research 79 5.4 Summary of the chapter 81 REFERENCES 82 APPENDICES 88 APPENDIX 1: INTERVIEW QUESTIONS FOR TEACHERS (ENGLISH VERSION) 88 APPENDIX 2: INTERVIEW QUESTIONS FOR TEACHERS (VIETNAMESE VERSION) 90 APPENDIX 3: QUESTIONNAIRES FOR TEACHERS (ENGLISH VERSION) 92 APPENDIX 4: QUESTIONNAIRES FOR TEACHERS (VIETNAMESE VERSION) 98 APPENDIX 6: QUESTIONNAIRE FOR LEARNERS (VIETNAMESE VERSION) 110 APPENDIX 7: INTERVIEW ANSWERING SAMPLE 115 APPENDIX 8: CRONBACH’S ALPHA OF THE QUESTIONNAIRE FOR TEACHERS 123 APPENDIX 9: CRONBACH’S ALPHA OF THE QUESTIONNAIRE FOR LEARNERS 124 APPENDIX 10: DETAILED DESCRIPTIVE STATISTICS OF THE QUESTIONNAIRE FOR TEACHERS IN EACH TYPES OF QUESTIONS 126 APPENDIX 11: DETAILED DESCRIPTIVE STATISTICS OF THE QUESTIONNAIRE FOR LEARNERS IN EACH TYPES OF QUESTIONS 130 APPENDIX 12: INTERVIEW QUESTIONS FOR TEACHERS OF THE PILOTING STUDY 136 APPENDIX 13: QUESTIONNAIRES FOR TEACHERS OF THE PILOTING STUDY 137 APPENDIX 14: QUESTIONNAIRES FOR LEARNERS OF THE PILOTING STUDY (ENGLISH VERSION) 143 APPENDIX 15: QUESTIONNAIRES FOR LEARNERS OF THE PILOTING STUDY (VIETNAMESE VERSION) 149 VIII APPENDIX 16: INTERVIEW ANSWERING SAMPLE OF THE PILOTING STUDY 155 IX PART 2: QUESTIONNAIRE ABOUT THE IMPACTS OF GAMIFICATION ON LEARNING MOTIVATION, AND ENHANCING LEARNERS' VOCABULARY Instructions for this section: In this section, there are five big questions Each question is divided into a few different points All you need to is read the questionnaire carefully, decide which level is right for you, and circle/check it in the appropriate box If you want to change the answers, please delete the old answers and circle them with the new ones 4.1 Features of gamification that help learners to learn vocabulary well Gamification enhances SD D N A SA 5 5 vocabulary learning 4.1.1 Increase learners interest in learning vocabulary 4.1.2 It makes learners feel less bored when learning vocabulary 4.1.3 4.1.4 Reduce learners anxiety when learning vocabulary Allow learners to use language on a regular basis 4.1.5 Helping learners remember vocabulary easier and longer 4.2 Features of gamification enhance the learners' learning motivation Gamification enhances the learners’ SD D N A SA 5 learning motivation 4.2.1 Encourage learners participating in group work, pair work,… 4.2.2 Shortening the distance between teachers and learners 4.2.3 Encouraging learners to actively participate in class activities 145 4.2.4 Encourage learners to participate 5 timidly in classroom activities 4.2.5 Learners feel more motivated when they receive prizes and badges through game components 4.2.6 Maintain learners' motivation to learn vocabulary 4.3 Gamification makes learners learn vocabulary well and get better results Gamification makes me learn vocabulary SD D N A SA 5 5 better 4.3.1 Learners learn better when participating in activities related to game components 4.3.2 Learners find it fun to learn and apply game components 4.3.3 Applying gamification in vocabulary learning helps me to achieve expected results 4.3.4 I always try to get the best results when participating in game components 4.4: Learners' attitudes toward using gamification in learning vocabulary SD D N A SA I am satisfied with the way I learn through 5 Your attitudes toward using gamification in learning Vocabulary 4.4.1 Gamification can help me apply the knowledge I have learned 4.4.2 the use of gamification 4.4.3 I think the application of gamification is very useful for me 146 4.4.4 I hope that teachers can apply teaching 5 SD D N A SA 5 Classmates often make noise while playing 5 methods based on the application of gamification in the future 4.4.5 Using gamification helps me learn vocabulary better than traditional teaching methods 4.5 Disadvantages of using gamification in the classroom Your attitudes toward using gamification in learning Vocabulary 4.5.1 Little time spent using gamification in class 4.5.2 The competitive environment in the classroom makes me feel tired and uncomfortable 4.5.3 The gamified application becomes inconvenient when the class has a large number of learners 4.5.4 games 4.5.5 The game sometimes makes it difficult for the learners because the instructions are not clear 4.6: Prospects of using gamification for vocabulary learning in the future Question Prospects of using gamification for SD D N A SA vocabulary learning in the future 4.6.1 Gamification will bring many benefits to me in vocabulary learning 147 4.6.2 The potential for gamification in 5 vocabulary learning is enormous 4.6.3 I hope that gamification is also applied in learning other English language skills THANK YOU SO MUCH FOR YOUR SUPPORT! 148 APPENDIX 15: QUESTIONNAIRES FOR LEARNERS OF THE PILOTING STUDY (VIETNAMESE VERSION) BẢNG HỎI KHẢO SÁT (PILOTING STUDY) Các em học sinh thân mến! sjsssssssssssssssssssssssssssssssssssssssssssssssssssssssss Chúng tiến hành nghiên cứu với tựa đề “Tác động việc ứng dụng thành phần trò chơi việc giảng dạy từ vựng cho trẻ em Thành Phố Hồ Chí Minh” - Tên tiếng Anh là: “The impacts of gamification on teaching vocabulary to young learners in Ho Chi Minh City” Câu trả lời em giúp hiểu rõ việc ứng dụng thành phần trò chơi vào việc giảng dạy Các em trả lời cách đánh dấu () vào ô mà em chọn Câu trả lời em chúng tơi giữ bí mật khơng dùng vào mục đích khác Các câu hỏi khơng có giá trị hay sai Chân thành cảm ơn hợp tác em PHẦN 1: THÔNG TIN CÁ NHÂN VÀ THÔNG TIN CHUNG: Thơng tin cá nhân: 1.1 Giới tính:  Nam  Nữ 1.2 Độ tuổi:  10 -11  12-13 Tầm quan trọng từ vựng việc học tiếng Anh: 2.1 Em có nghĩ từ vựng quan trọng với việc học tiếng Anh khơng?  Có  Khơng 2.1.1 Theo em, vai trò từ vựng việc tạo điều kiện cho việc học tiếng Anh thành công nào?  Chút (0%-25%)  Quan trọng (25%-50%  Khá quan trọng (50% - 75%)  Rất quan trọng (75%-100%) 2.1.2 Những yếu tố bên sau đánh giá mức độ quan trọng việc học từ vựng để giúp em học tập thuận lợi hơn?  Giao tiếp  Học luyện tập kĩ ngơn ngữ (nghe, nói, đọc, viết) 149  Tiếp cận tài liệu tham khảo để mở rộng kiến thức  Tất ý nêu 2.2 Em đánh giá kiến thức từ vựng em mức độ nào, trước trò chơi sử dụng lớp học?  Rất tốt  Khá tốt  Trung bình  Yếu 2.3 Em có muốn cải thiện khả từ vựng khơng?  Rất muốn  Muốn  Bình thường  Khơng muốn 3.Sử dụng thành phần trò chơi để tăng cường động lực cho học sinh việc học từ vựng 3.1 Em nghĩ việc sử dụng yếu tố trò chơi để dạy học từ vựng lớp học?  Khơng quan trọng  Bình thường Khá quan trọng  Rất quan trọng 3.1.1 Vào giai đoạn học em muốn giáo viên giới thiệu trò chơi cho em?  Giai đoạn giới thiệu  Giai đoạn thực hành  Giai đoạn củng cố  Cả giai đoạn 3.1 Em nghĩ việc ứng dụng thành phần trò chơi để làm tăng động lực học tập từ vựng cho học sinh:  Rất thích  Thích  Bình thường  Khơng thích 3.2 Em muốn tần suất xuất thành phần trò chơi giới thiệu lớp nào?  Không  Đôi  Thường xuyên Luôn 3.3 Các loại thành phần trò chơi hoạt động giáo viên thường sử dụng để giảng dạy từ vựng lớp học em? (Các em chọn nhiều phương án cho câu này)  Sử dụng điểm thưởng để khen thưởng học sinh  Sử dụng phần thưởng bất ngờ (quà tặng điểm thưởng) để thưởng cho học sinh  Sử dụng bảng xếp hạng để thúc đẩy tốt học sinh tham gia  Sử dụng cúp thưởng, danh hiệu, huy hiệu để khen thưởng học sinh 150  Tham gia làm việc nhóm, làm việc  Tham gia đóng kịch lớp 3.4 Theo em, việc sử dụng thành phần trò chơi để giảng dạy từ vựng có hiệu khơng?  Có  Không PHẦN 2: BẢNG CÂU HỎI TÁC ĐỘNG CỦA THÀNH PHẦN TRÒ CHƠI ĐẾN ĐỘNG CƠ HỌC TẬP VÀ VIỆC NÂNG CAO KHẢ NĂNG TỪ VỰNG CỦA HỌC SINH Hướng dẫn cho phần này: Trong phần có câu hỏi lớn Mỗi câu hỏi chia thành vài ý nhỏ khác Tất em cần làm đọc kĩ câu hỏi khảo sát định xem mức độ phù hợp với thân khoanh trịn khung thích hợp Nếu em thay đổi câu trả lời em xóa câu trả lời cũ khoanh tròn vào khung 4.1 Đặc tính thành phần trị chơi giúp ích tốt cho việc học tập từ vựng? Câu Thành phần trị chơi nâng Rất Khơng Trung Đồng Rất khơng đồng ý lập ý đồng cao việc học từ vựng đồng ý ý 4.1.1 Tăng hứng thú học sinh việc học từ vựng 4.1.2 Làm cho học sinh không nhàm chán, mà cảm thấy thoải mái học từ vựng 4.1.3 Giảm lo lắng học sinh học từ vựng 4.1.4 Cho phép học sinh sử dụng ngôn ngữ cách thường xuyên 4.1.5 Giúp học sinh nhớ từ vựng dễ lâu 4.2 Đặc tính thành phần trò chơi làm nâng cao động học tập học sinh? Câu Thành phần trò chơi nâng cao Rất Không Trung Đồng Rất không đồng ý lập ý đồng động học tập học sinh đồng ý ý 4.2.1 Khuyến khích học sinh học tập theo nhóm, theo cặp,… 4.2.2 Làm giảm khoảng cách giáo viên học sinh 151 4.2.3 Khuyến khích học sinh chủ động tham gia tích cực vào hoạt động tham gia lớp 4.2.4 Khuyến khích học sinh rụt rè tham gia vào hoạt động lớp 4.2.5 Học sinh cảm thấy có động lực nhiều nhận giải thưởng, huy hiệu thông qua thành phần trị chơi 4.2.6 Duy trì động học sinh việc học từ vựng 5 5 4.3 Thành phần trò chơi làm cho học sinh học tập tốt đạt kết tốt hơn? Câu Thành phần trò chơi làm Rất không Không Trung Đồng Rất đồng ý đồng ý lập ý đồng ý cho học sinh học tập tốt 4.3.1 Học sinh học tập tốt lơn tham gia hoạt động liên quan đến thành phần trò chơi 4.3.2 Học sinh cảm thấy vui học vận dụng thành phần trò chơi 4.3.3 Khi em thực hành lớp thơng qua trị chơi, em học tốt 4.3.4 Em cố gắng đạt kết cao tham gia thành phần trò chơi 4.4: Thái độ học sinh việc sử dụng thành phần trò chơi việc học Câu Thái độ em việc Rất Không Trung Đồng Rất đồng ý lập ý đồng ý sử dụng thành phần trị khơng đồng ý chơi việc học 4.4.1 Các yếu tố thành phần trị chơi giúp em vận dụng kiến thức em học 4.4.2 Em hài lòng với cách thức học tập thông qua việc sử dụng thành phần trò chơi 152 4.4.3 Em nghĩ việc ứng dụng thành phần trò chơi hữu ích cho em 4.4.4 Em mong muốn giáo viên ứng dụng phương pháp giảng dạy dựa theo việc ứng dụng thành phần trò chơi tương lai 4.4.5 Việc sử dụng thành phần trò chơi giúp em học tốt phương pháp giảng dạy truyền thống 5 4.5 Những bất lợi sử dụng thành phần trò chơi lớp học: Câu Những bất lợi sử dụng thành Rất Không Trung khơng đồng ý lập phần trị chơi lớp học đồng ý 4.5.1 Thời gian sử dụng thành phần trò chơi lớp q 4.5.2 Mơi trường cạnh tranh lớp học làm em cảm thấy mệt mỏi, khó chịu 4.5.3 Trị chơi trở nên bất tiện lớp có đơng học sinh 4.5.4 Học sinh thường làm ồn chơi trò chơi 4.5.6 Trò chơi đơi gây khó cho học sinh hướng dẫn khơng rõ ràng Đồng Rất ý đồng ý 5 5 Câu 4.6: Triển vọng việc sử dụng thành phần trò chơi tương lai: 4.6.1 Triển vọng việc sử dụng Rất Không Trung Đồng không đồng ý lập ý thành phần trò chơi đồng ý tương lai 4.6.2 Thành phần trò chơi mang lại nhiều lợi ích cho học sinh 4.6.3 Tiềm việc sử dụng thành phần trò chơi giảng dạy lớn 153 Rất đồng ý 5 4.6.4 Em hi vọng thành phần trị chơi áp dụng mơn học khác 154 APPENDIX 16: INTERVIEW ANSWERING SAMPLE OF THE PILOTING STUDY INTERVIEW SAMPLE – PILOTING STUDY CODE DATA Interviewer: Good evening! Thank you very much for accepting our interview invitation How are you today? Interviewee: Yeah, I’m good! Thanks for asking Really nice to meet you today! Interviewer: I’m glad to hear that All right, now I’m going to tell you what we are going to today Interviewee: Okay Interviewer: As you know, we are conducting a study on teachers' using gamification to teach vocabulary for young learners in classrooms Our thesis's title is: "The impacts of gamification on teaching vocabulary to young learners in Ho Chi Minh City." Our study aims to examine what teachers think about the usage of using gamification in classrooms, so it can help us understand more about gamification in applying for teaching vocabulary Therefore, we would like to ask you some questions about your opinion on gamification Are you clear with our research and its purposes? Interviewee: Okay! I understand Interviewer: That’s great! Have you ever heard of gamification? nterviewee: Yes, I have, gamification is adding game mechanics into nongame environments to engage or enhance the learning experience Interviewer: Yay, great, that’s correct Let me tell you briefly about that Gamification commonly employs 155 NOTE game design elements to improve user engagement, organizational productivity, flow, learning, knowledge retention, learners' recruitment and evaluation, ease of use, physical exercise, and more With gamification, learners can interactively work with given questions through their gadgets We will ask you some questions related to gamification in teaching vocabulary for young learners during the interview Interviewee: It sounds great! Interviewer: And our interview should take about 15 minutes Would that be convenient for you? Interviewee: Yes, it’s fine with me Interviewer: Your feedback will significantly contribute to the success of this study We are committed to protecting the privacy of the information you provide and only use this information for research purposes Interviewee: Great! Can we start now? Interviewer: Yes! Of course I am! + Motivate Interviewer: Have you ever used gamification to Potential learners, teach vocabulary in any of your classes before? engage Interviewee: Yes! I use gamification in many different Purposes learners, activities in classrooms These gamified activites are enhance really practical and efficient learners to Interviewer: How often you use gamification in your join in classrooms? class Interviewee: I use gamification mostly in all my classes, + Keep and it depends on the classroom features learners Inteviewer: Could you please list any special features of active gamification? 156 theme: Interviewee: I use to motivate learners, engage and enhance them to join in classroom activities more It keeps them active Yah….! Interviewer: So, when you use gamification in teaching vocabulary in the classroom? How often? Interviewee: Well at the beginning of the lesson, I usually use gamification to review the last topic Then I revise the lesson of the day to make sure all of the learners understand and engage in the lesson well It is, indeed, very beneficial Interviewer: Oh Nice So how often you use gamification in class? Interviewee: I use gamification in all of my classes and I apply it all the time Interviewer: So you like gamification and you use it all the time because it makes the lesson entertaining? Right? Interviewee: Yes! That’s right! And it keeps the learners engage as well Interviewer: Can you tell me how much time you spend on using Gamification? Interviewee: About 10 minutes for each class Interviewer: 10 minutes, okay! Noted that Interviewer: The next question I would like to ask is: Can you describe some activities when you apply gamification in teaching activities? 157 Interviewee: I’m using badge, ranking, trophy, bonus, asking learners to work in group, in pair, role plays, or I tell story to them) Interviewer: Oh! That’s great What’s else? Interviewee: I also other oline games like: Quizziz, Kahoot, and Puzzle Interviewer: Great, so that’s all, right? Interviewer: Yah! + Appeals Interviewer: How you feel about gamification Potential to people’s when teaching vocabulary for young learners? Themes: desires Interviewee: Gamification appeals to people's desires: Strengths +Engage get rewarded, self-expressing, achievement and and learners competition - because everyone wants to be often Weaknesses + Makes Gamification helps to engage learners - makes the the classroom atmosphere more vibrant classroom Interviewer: So, what else? atmosphere Interviewee: It also creates motivation that motivates more children to be more involved vibrant Inteviewer: Okay, so that’s all, right? + Creates Interviewee: Yes motivation + Learners Interviewer: What are the strengths and weaknesses Potential don’t of using gamification in teaching vocabulary for young Themes: wanna learners in the classroom? classwork Interviewee: Sometimes learners don’t wanna and + Difficult classwork, and at some points, they just want to play Weaknesses Strengths to many games So it is difficult for me to many games, and games they’re lazy to actual works, and they just wanna play games over time Interviewer: So that’s all? 158 + Lazy to Interviewee: Yes actual work + Keep Interviewer: The last question for you is: Do you Potential them busy have any recommendations for teachers about using Themes: and interest Gamification in teaching vocabulary for young learners? Suggestions in class (So any part in Gamification that you think your teachers activities should stop using? Or any useful part/ application that + Get you think other teachers should continue using?) learners Interviewee: I just think about the learners who are not pay focusing, so you can stop using it I think gamification is attention to also a good thing because some learners will get bored the lesson so quick in learning, and you need to keep them busy and + Control interest in classroom activities the class Interviewer: So anything that the teacher should avoid? and keep Interviewee: Sometimes the class are getting out of learners control, so you need to get them pay attention to the focus lesson at such, so I think that you could stop the gamification to control the class and keep learners focus Interviewer:Anything else? Interviewee: I think that’s all! Interviewer: Hihi I totally understand And I think that’s everything we need for the interview Thanks again for your time and presence in our research Interviewee: Don't mention it It’s my honor to be part of your project Nice to meet you! Interviewer: Thank you and see you again 159