Gamification, namely application of game mechanics, has been widely used in virtual or brick-and-mortar classrooms while introduction of intriguing and challenging riddles in classes is quite a novelty. Moreover, little research documentation regarding effectiveness of simultaneous incorporation of gamification and riddles in promoting autonomous learning has been provided. Following Caroline Cruaud's research (2018) and Shaham Hait's (2013), this study investigates applicability of the integration to developing EFL learners' autonomy in terms of such fundamental skills as learning to learn, critical thinking, collaboration and peer teaching, and digital literacy. A mixed methodological approach was employed including a survey questionnaire of 3 qualitative and 18 quantitative items completed by 289 high school students and analyzed with IBM SPSS Statistics. Besides, in-depth or qualitative interviews with 5 of the students were conducted to collect additional information for further analysis. The overall findings indicate the parallel utilization of gamification and riddles in EFL classes greatly facilitates development of essential skills for autonomous learning. Specifically, the results reveal learning English through gamified learning platforms and challenging riddles motivates students to play an active role in self-study, improves their critical thinking, i.e. objectively analyzing and evaluating an issue to form a judgment, encourages them to work cooperatively, teach and learn from peers, also enhances their digital literacy, i.e. the ability to use ICT in learning. The study concludes the adoption of gamification and riddles in EFL contexts is a remarkably effective and highly recommended approach on the basis of the significant findings.
Gamification, namely application of game mechanics, has been widely used in virtual or brick-and-mortar classrooms while introduction of intriguing and challenging riddles in classes is quite a novelty. Moreover, little research documentation regarding effectiveness of simultaneous incorporation of gamification and riddles in promoting autonomous learning has been provided. Following Caroline Cruaud's research (2018) and Shaham Hait's (2013), this study investigates applicability of the integration to developing EFL learners' autonomy in terms of such fundamental skills as learning to learn, critical thinking, collaboration and peer teaching, and digital literacy. A mixed methodological approach was employed including a survey questionnaire of 3 qualitative and 18 quantitative items completed by 289 high school students and analyzed with IBM SPSS Statistics. Besides, in-depth or qualitative interviews with 5 of the students were conducted to collect additional information for further analysis. The overall findings indicate the parallel utilization of gamification and riddles in EFL classes greatly facilitates development of essential skills for autonomous learning. Specifically, the results reveal learning English through gamified learning platforms and challenging riddles motivates students to play an active role in self-study, improves their critical thinking, i.e. objectively analyzing and evaluating an issue to form a judgment, encourages them to work cooperatively, teach and learn from peers, also enhances their digital literacy, i.e. the ability to use ICT in learning. The study concludes the adoption of gamification and riddles in EFL contexts is a remarkably effective and highly recommended approach on the basis of the significant findings.
Room 12 (Building G3, Room 102) VietTESOL International Convention 2022 convention@viettesol.org.vnTechnical Issues?
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