Использование Quizlet и Brain Quiz в виртуальном классе ESP в техническом университете (уровень CEFR B2/C1)

Актуальность. Использование элементов игрового дизайна в образовательной деятельности, или геймификация обучения, является популярным, хотя и спорным трендом в сфере образования в настоящее время. Геймификация применяется в качестве стратегии повышения внутренней мотивации и автономии обучающегося при освоении специальной лексики второго языка студентами технических специальностей уровня B2/C1 в условиях онлайн обучения.

Методы исследования. Использован двухцикличный дизайн исследования действий, чтобы оценить разницу между изучением терминов с поддержкой и без поддержки Quizlet в течение весеннего семестра 2022 года, наблюдать за развитием автономии обучающегося с помощью опроса и продемонстрировать рост внутренней мотивации, отраженный в результатах командной викторины BrainQuiz.

Результаты исследования. Результаты парного выборочного t-теста показали значительную разницу между двумя циклами изучения лексики. После использования Quizlet результаты обучающихся по лексике в тестах Moodle увеличились в среднем на 10–15 % по всем уровням. Результаты викторины BrainQuiz показали, что обучающиеся с более высокими показателями по тестам Moodle смогли создать более продуктивные команды.

Выводы. Данное исследование может внести вклад в решение проблем преподавания английского языка посредством инновационных и технологических инструментов, которые могут улучшить языковые навыки студентов в XXI веке.

1. González-Fernández B., Schmitt N. (2019). Word knowledge: Exploring the relationships and order of acquisition of vocabulary knowledge components. Applied Linguistics, vol. 41, issue 4, pp. 481-505. https://doi.org/10.1093/applin/amy057

2. Staehr L.S. (2008). Vocabulary breadth and the skills of listening, reading and writing. Language Learning Journal, vol. 36, issue 2, pp. 139-152. https://doi.org/10.1080/09571730802389975

3. Uchihara T., Clenton J. (2018). Investigating the role of vocabulary size in second language speaking ability. Language Teaching Research, vol. 24, issue 4, pp. 2-16. https://doi.org/10.1177/1362168818799371

4. Tuan D.M. (2021). Learner autonomy in English language learning: Vientnamese EFL students’ perceptions and practices. Indonesian Journal of Applied Linguistics, vol. 11, no. 2, pp. 307-317. https://doi.org/10.17509/ijal.v11i2.29605

5. Aysu S. (2022). The role of learner autonomy on vocabulary learning. Rumeli DEDilve Edebiyat Araştırmaları Dergisi, no. 31, pp. 1534-1545. https://doi.org/10.29000/rumelide.1222355

6. McDevitt B. (1997). Learner autonomy and the need for learner training. The Language Learning Journal, vol. 16, no. 1, pp. 34-39. https://doi.org/10.1080/09571739785200251

7. Almusharraf N. (2018). English as a foreign language learner autonomy in vocabulary development. Journal of Research in Innovative Teaching & Learning, vol. 11, no. 2, pp. 159-177. https://doi.org/10.1108/JRIT-09-2018-0022

8. Cheng M.-T., Chen J.-H. et al. (2015). The use of serious games in science education: a review of selected empirical research from 2002 to 2013. Journal of Computers in Education, no. 2 (3), pp. 353-375. https://doi.org/10.1007/s40692-015-0039-9

9. Deterding S., Sicart M. et al. (2011). Gamification. using game-design elements in non-gaming contexts. CHI EA’11 Extended Abstracts on Human Factors in Computing Systems, pp. 2425-2428. https://doi.org/10.1145/1979742.1979575

10. Seaborn K., Fels D.I. (2015). Gamification in theory and action: a survey. International Journal of Human-Computer Studiem, no. 74, pp. 14-31. http://doi.org/10.1016/j.ijhcs.2014.09.006

11. Hosseini Ch., Haddara M. (2019). Gamification in enterprise systems: a literature review. Proceedings of the Future Technologies Conference (FTC), vol. 2, pp. 552-562. http://doi.org/10.1007/978-3-030-32523-7_39

12. Costa F.A., Raleiras M., Viana J. (2021). 12 pedagogical principles for the use of gamification in higher education. ICERI2021 Proceedings, pp. 7156-7163. http://doi.org/10.21125/iceri.2021.1607

13. Zainuddin Z., Chu S. K.-W. et al. (2020). The impact of gamification on learning and instruction: a systematic review of empirical evidence. Educational Research Review, vol. 30, article 100326. https://doi.org/10.1016/j.edurev.2020.100326

14. Welbers K., Konijn E.A., Burgers C. et al. (2019). Gamification as a tool for engaging student learning: A field experiment with a gamified app. E-Learning and Digital Media, vol. 16, no. 2, pp. 92-109. https://doi.org/10.1177/2042753018818342

15. Stieglitz S., Lattemann C., Robra-Bissantz S. et al. (2017). Gamification: Using Game Elements in Serious Contexts. Cham, Springer Publ., 164 p. https://doi.org/10.1007/978-3-319-45557-0

16. Dehghanzadeh H., Fardanesh H. et al. (2021). Using gamification to support learning English as a second language: a systematic review. Computer Assisted Language Learning, vol. 34, issue 7, pp. 934-957. http://doi.org/10.1080/09588221.2019.1648298

17. Kabanova N.V. (2023). Simulation as a means of raising els motivation at a technical university. Materialy 10 Mezhdunarodnoi nauchno-prakticheskoi konferentsii «Mnogourovnevaya yazykovaya podgotovka v usloviyakh polikul’turnogo obshchestva» [Proceedings of 10th International Scientidic and Practical Conference “Multilevel Language Training in a Multicultural Society”]. Kazan, Kazan State Institute of Culture Publ., pp. 44-50. (In Russ.) https://elibrary.ru/yxcobc

18. Shadrina O.V., Korneeva E.G. (2022). Obrazovatel’nyi kvest kak forma geimifikatsii distantsionnogo obucheniya [Educational quest as a form of gamification of distance learning]. Materialy 17 Mezhdunarodnoi nauchno-prakticheskoi konferentsii «Mirovye nauchnye issledovaniya: puti sovershenstvovaniya, razrabotki i prakticheskie vnedreniya» [Proceedings of 17th International Scientific and Practical Conference “World scientific research: ways of improvement, development and practical implementation”]. Rostov-on-Don, Southern Federal University Publ., pp. 52-55. (In Russ.)

19. Polyakova V.A. (2017). Instrumenty geimifikatsii kak sredstvo povysheniya motivatsii k izucheniyu russkogo yazyka [Gamification tools as a means of increasing motivation to learn Russian]. Materialy 1 Mezhdunarodnogo simpoziuma [Proceedings of 1st International Conference], Simferopol, LLC “PP “Arial”, vol. 2, pp. 300-306. (In Russ.) https://elibrary.ru/zdzwsv

20. Akchelov E.O., Nikitina K.S. (2019). New approach to gamification in education. Vektory blagopoluchiya: ehkonomika i sotsium = Journal of Wellbeing Technologies, no. 1 (32), pp. 117-132. (In Russ.) https://elibrary.ru/wclink

21. Abuhamdeh S., Nakamura J., Csikszentmihalyi M. (2005). Flow. Handbook of competence and motivation. New York, The Guilford Press, pp. 598-608.

22. Kim S., Song K., Lockee B.V., Burton J. (2018). Gamification in learning and education: enjoy learning like gaming. British Journal of Educational Studies, Cham, Springer Publ., 159 p. http://doi.org/10.1007/978-3-319-47283-6

23. Dreyer J. (2014). The effect of computer-based self-access learning on weekly vocabulary test scores. Studies in Self-Access Learning Journal, vol. 5, no. 3, pp. 217-234. http://doi.org/10.37237/050303

24. Tosun S. (2015). The effects of blended learning on EFL students’ vocabulary enhancement. Procedia – Social and Behavioral Sciences, vol. 199, no. 3, pp. 641-647. https://doi.org/10.1016/j.sbspro.2015.07.592

25. Vargas J.M. (2011). Modern learning: Quizlet in the social studies classroom. Doctoral dissertation. Wichita: Wichita State University.

26. Anjaniputra A.G., Salsabila V.A. (2018). The merits of Quizlet for vocabulary learning at tertiary level. Indonesian EFL Journal, vol. 4, no. 2, pp. 1-11. http://doi.org/10.25134/ieflj.v4i2.1370

27. Aksel A. (2021). Vocabulary learning with Quizlet in higher education. Language Education and Technology (LET Journal), vol. 1, no. 2, pp. 53-62.

28. Bilová Š. (2018). Collaborative and Individual Vocabulary Building Using ICT. Studies in Logic, Grammar and Rhetoric, vol. 53, no. 1, pp. 31-48. http://doi.org/10.2478/slgr-2018-0002

29. Köse T., Mede E. (2016). Perceptions of EFL learners about using an online tool for vocabulary learning in EFL classrooms: a pilot project in Turkey. Procedia-Social and Behavioral Sciences, vol. 232, pp. 362-372. https://doi.org/10.1016/j.sbspro.2016.10.051

30. Lander B. (2016). Quizlet: What the students think – a qualitative data analysis. EURO CALL, no. 12 (3), pp. 254-259. http://doi.org/10.14705/rpnet.2016.eurocall2016.571

31. Sanosi A.B. (2018). The effect of Quizlet on vocabulary acquisition. Asian Journal of Education and e-Learning, vol. 6, no. 4, pp. 71-77. http://doi.org/10.24203/ajeel.v6i4.5446

32. Wolff G.J. (2016). Quizlet Live: The classroom game now taking the world by storm. Language Teacher, issue 40.6, pp. 25-27.

33. Phi T.T., Tho V.H., Thanh N.L.H., Khanh P.T. (2016). Application of quizlet.com to teaching and learning business English vocabulary at Ho Chi Minh City University of Economics. Proceedings of the First International Conference on Language Development, Ho Chi Minh, pp. 230-238.

34. Dizon G. (2016). Quizlet in the EFL classroom: enhancing academic vocabulary acquisition of Japanese university students. Teaching English with Technology, no. 16 (2), pp. 40-56.

35. Adelman C. (1993). Kurt Lewin and the origins of action research. Educational Action Research, vol. 1, issue 1, pp. 7-24. http://doi.org/10.1080/0965079930010102

36. Agustín-Llach M.P., Alonso A.C. (2017). Fostering learner autonomy through vocabulary strategy training. Autonomy in Second Language Learning: Managing the Resources. Cham, Springer Publ., pp. 141-158. http://doi.org/10.1007/978-3-319-07764-2_9

37. Cunningham K.J. (2017). Quizlet for learner training and autonomy. IATEFL Learning Technologies Special Interest Group. Faversham, IATEFL Publ., pp. 123-135.

38. Wright B.A. (2016). Transforming vocabulary learning with Quizlet. Transformation in Language Education. Tokyo, JALT, pp. 436-440.

39. Khoii R., Sharififar S. (2013). Memorization versus semantic mapping in L2 vocabulary acquisition. ELT Journal, vol. 67, issue 2, pp. 199-209. https://doi.org/10.1093/elt/ccs101

40. Mehrpour S. (2008). A comparison of the effects of two vocabulary teaching techniques. The Asian EFL Journal, vol. 10, issue 2, pp. 192-209.

41. Illes E. (2012). Learner autonomy revisited. ELT Journal, vol. 66, issue 4, pp. 505-513. http://doi.org/10.1093/elt/ccs044