Keywords
Abstract
Vocabulary knowledge plays a crucial role in second language acquisition and directly affects learners’ reading, writing, listening, and speaking skills. In recent years, gamification has gained attention as an innovative instructional approach in language education. This study investigates the effectiveness of gamification in vocabulary instruction among English as a Foreign Language (EFL) university students. Using a quasi-experimental research design, the study compares vocabulary achievement and learner motivation between a gamified instruction group and a traditional instruction group. The findings indicate that gamification significantly improves students’ vocabulary acquisition and increases their motivation and engagement in the learning process. The study concludes that gamification can be an effective pedagogical strategy in EFL vocabulary instruction and offers practical implications for language teachers in higher education.
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