The Role of Gamified Instruction in Promoting Vocabulary Proficiency and Self-Efficacy Among Junior High English Students
DOI:
https://doi.org/10.63011/tr9ca605Keywords:
English language, gamification, junior high, self-efficacy, vocabulary acquisitionAbstract
Despite growing interest in gamified pedagogy, research on its impact on English vocabulary acquisition among junior high learners remains limited, particularly in contexts outside higher education, where cognitive and affective outcomes are underexplored. This study aimed to examine the role of gamified instruction in enhancing vocabulary proficiency and self-efficacy among junior high English students. Employing a quasi-experimental design, the research was conducted at a private junior high school in East Java, Indonesia, involving 64 seventh-grade students. Data were collected through pre- and post-tests measuring vocabulary mastery, while qualitative insights were obtained from structured interviews with six selected participants regarding gamified activities and self-efficacy. The findings indicated that gamified instruction facilitated substantial gains in vocabulary acquisition and strengthened learners’ confidence in using English; however, variability in engagement emerged, with some students encountering difficulties during highly competitive or cognitively demanding tasks. Collaborative gamified exercises promoted peer interaction and active participation, yet occasional cognitive strain highlighted the importance of adaptive scaffolding and carefully calibrated challenge levels. Overall, the study demonstrates that gamification can meaningfully support junior high English learning while emphasizing the need for strategic design tailored to learner readiness and task complexity.
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