Flipped classroom with gamified technology and paper-based method for teaching vocabulary

Asian-Pacific Journal of Second and Foreign Language Education - Tập 9 Số 1
Damar Isti Pratiwi1, Sri Wuli Fitriati1, Issy Yuliasri1, Budi Waluyo2
1Program Pascasarjana, Universitas Negeri Semarang, Jl. Kelud Utara III Petompon, Gajahmungkur, Semarang, 50237, Indonesia
2Walailak University, Tha Sala, Thailand

Tóm tắt

AbstractWhile gamified technology integration in vocabulary instruction within a flipped classroom has yielded beneficial teaching outcomes, specific studies have raised concerns about potential adverse effects linked to this approach. As a result, conducting a comparative analysis between gamified technology and conventional paper-based methods within the flipped classroom framework has become essential. This analysis aims to foster the development of a targeted teaching approach that adeptly addresses the unique needs of students. This study employed a sequential explanatory research design to examine the effectiveness of flipped classroom with gamified technology and paper-based method in teaching vocabulary to students with different proficiency levels. Quantitative data was gathered from a pretest and a posttest, whilst qualitative data was collected through teachers’ guided reflection. Using Academic Word List (300 target words), control groups employed a paper-based, while experimental groups applied gamified technology (Quizlet, Kahoot!, Quizizz, Socrative, and Google Form), which lasted 10 weeks. The participants were 144 non-English major students who took a general English course in the 2nd semester of 2023. Quantitative data analysis ran in SPSS 25 using Paired Sample t-Test and One-way ANOVA. The qualitative data were analyzed using thematic progression. The results showed that gamified technology did not affect students’ learning outcomes, while the paper-based method resulted conversely. It revealed that the paper-based method is more effective than gamified technology for students in general, with low proficiency and high-proficiency level. Further, teachers’ beliefs admitted distinctive issues that gamified technology was more effective for high-proficiency learners, whereas paper-based was more effective for low-proficiency learners. The difference analysis of quantitative and qualitative data sheds light on discussing threats while implementing gamified technology and possible solutions.

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Asian-Pacific Journal of Second and Foreign Language Education

Tập 9 Số 1

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