The Effect of Digital Gamification on Iranian EFL Learners’ Vocabulary Development, Self-Regulated Learning, and Engagement

While vocabulary development, Self-Regulated Learning (SRL), and Learner Engagement (LE) are all critical dimensions of effective English as a Foreign Language (EFL) education, conventional instruction in Iranian classrooms often lacks the required tools to foster deep and lasting development in these areas. This study explored the influence of digital gamification on Iranian EFL learners’ development of vocabulary knowledge, SRL, and LE. One hundred fifty participants, aged ۱۴ to ۲۰, were selected from an initial pool of ۲۰۰ using the Oxford Quick Placement Test (OQPT). The instruments used to gather data included the OQPT, a teacher-made vocabulary test, and adapted versions of SRL and LE questionnaires. Based on the OQPT scores, two cohorts of participants were delineated: an experimental and a control group. The experimental group participated in a digitally mediated program incorporating points, badges, leaderboards, and interactive digital tasks, while the control group received conventional instruction. The findings demonstrated notable improvements in learners' vocabulary scores (Cohen's d=-۰.۷۴۰) and engagement levels (Cohen's d=-۱.۴۳۷) in the experimental group. However, statistical testing demonstrated that learners’ SRL scores remained comparable across the two conditions. Implications of these findings extend to EFL teachers, particularly in the design of vocabulary and engagement-focused interventions, instructional designers, and policymakers aiming to modernize language instruction and boost learner motivation and autonomy through gamified environments.

کلیدواژه ها:

Digital Gamification ، Game-Based Learning ، Learner Engagement ، self-regulated learning ، Vocabulary Development