MASTER’S THESIS
THE EFFECTIVENESS OF GAMIFICATION TOOLS TO TEACH AND LEARN EFL: A SURVEY-BASED STUDY ON L1 SPANISH-CATALAN SECONDARY SCHOOL STUDENTS
Tania Navarro Henares
Master’s Degree in Teacher Training (MFPR)
(Specialisation/Pathway: English and German)
Centre for Postgraduate Studies
Academic Year 2020-21
THE EFFECTIVENESS OF GAMIFICATION TOOLS TO TEACH AND LEARN EFL: A SURVEY-BASED STUDY ON L1 SPANISH-CATALAN SECONDARY SCHOOL STUDENTS
Tania Navarro Henares
Master’s Thesis
Centre for Postgraduate Studies University of the Balearic Islands
Academic Year 2020-21
Key words:
Gamification, EFL, Kahoot, EdPuzzle, Quizlet.
Thesis Supervisor’s Name: Dra. Yolanda Joy Calvo Benzies
Tutor’s Name (if applicable): Dra. Yolanda Joy Calvo Benzies
Abstract
This dissertation aimed at exploring the use of different gamification tools to learn English as a foreign language (EFL). In particular, it sought to analyse whether games are effective tools to learn English in the context of secondary education, and, if so, whether they contribute to improving specific language skills. Several studies have already shown the effectiveness of gamification and game-based learning (Hartt et al., 2020; Rodríguez-Fernández, 2017). Gamification can be defined as “the use of game elements and game design techniques in a non- game context” (Zarzycka-Piskorz, 2016). Among its benefits, one of the most relevant is that it increases students’ motivation, emotional involvement and enjoyment while learning a foreign language (Hartt et al., 2020). Furthermore, games “enable to integrate both intrinsic and extrinsic motivational components to make players feel more motivated to engage in the target activities” (p. 592).
As a result, this study intended to test the use of Kahoot!, EdPuzzle and Quizlet both inside and outside the classroom with 4th ESO students in a secondary school in Mallorca for a period of approximately six weeks. Apart from that, students were delivered a pre-survey and a post-survey to be answered before and after the experiment respectively, to know their perceptions on the use of gamification tools to learn English. Then, results from the two surveys were compared to see if significant differences were observed. Overall, the study showed that games are very useful tools inside and outside the classroom as long as they are used responsibly and in addition to other teaching materials.
Taking this into account, it also offered a didactic proposal with diverse activities to apply twelve different gamification tools to the EFL classroom throughout the whole academic year.
Keywords: gamification; EFL; Kahoot; EdPuzzle; Quizlet.
Table of contents
1. Introduction………. 1
1.1. Justification………. 1
1.2. Structure……….. 3
2. Literature review………. 3
2.1. Active learning methodologies……….. 3
2.2. The role of ICTs in active learning methods………... 5
2.3. Active methods in the foreign language learning context………. 7
2.4. The importance of learning styles in active learning approaches…... 9
2.5. Gamification and game-based learning………. 10
2.5.1. Definition……….………... 10
2.5.2. Gamification tools………. 12
2.5.2.1. Kahoot!... 12
2.5.2.2. EdPuzzle………. 13
2.5.2.3. Quizlet………. 15
2.6. Gamification and the motivational theory………. 16
2.6.1. Types of motivation and games……….. 16
2.6.2. Possible barriers towards fostering motivation………. 18
3. The study………... 20
3.1. Participants……… 20
3.2. Research materials……….. 21
3.2.1. Pre-survey……….. 21
3.2.2. Post-survey……… 21
3.3. Experiment: implementation of games in the classroom……… 22
3.4. Data analysis………. 26
3.5. Results and discussion……… 27
3.5.1. Pre-survey………. 27
3.5.2. Post-survey……… 29
3.5.3. Discussion………. 31
4. Didactic proposal………. 33
4.1. Justification……… 33
4.2. Duration………. 34
4.3. Gamification activities……… 35
4.3.1. Kahoot……….. 35
4.3.2. Storyjumper………. 36
4.3.3. EdPuzzle……….. 37
4.3.4. Quizlet……….. 38
4.3.5. Pear Deck……… 39
4.3.6. Socrative……….. 40
4.3.7. Minecraft……….. 41
4.3.8. Classcraft……….... 42
4.3.9. Flipgrid………. 43
4.3.10. WordArt………. 44
4.3.11. Who wants to be a millionaire?... 44
4.3.12. Lyrics Training………. 45
5. Conclusion………. 45
Works cited………... 48
Annexes………... 55
1. Introduction 1.1. Justification
In today’s globalised world, technology has become an essential tool in all areas of study. The new demands of the present society of information and communication have submerged the current educational system in a process of change and adaptation (Cabrero, 2005). In fact, “the increasing use of technological resources in all areas of our daily lives has led to their implementation in the classrooms to respond effectively to students’ demands”
(Curto et al., 2019, p.1). For this reason, there has been a need to introduce new programs, learning theories, methodologies, resources, materials and devices in the classrooms in order to transform traditional classrooms into digital ones, and encourage students to acquire skills in the 21st century networked society (Roblizo et al., 2015, p.257). Due to this change in the classroom environment, traditional methodologies are becoming mainly outdated in the current educational system and alternative teaching methods are being applied instead.
Whereas with traditional methods there is “little interaction between instructors and students, as students tend to engage only passively with the material”
(Chuang, 2014, p.1969), innovative methodologies should leave teacher-centred lectures behind and motivate students to learn new content by making them the protagonists of their learning process. As Amores (2020) states, this educational context entails “a work dynamic that implements the new methodological techniques, emphasises the change in the role of students and teachers, and forces the curricula to adapt to the new needs of the 21st century” (p.19). For that reason, “an increasing number of instructors are changing their pedagogies to make their students socially active in class participation” (Chuang, 2014, p.1969) in order to enhance the whole academic learning experience.
In this context, a growth in active teaching and learning methodologies has been observed over the last few years, especially in the teaching and learning of a foreign language, since “the new social tendencies currently present in our schools have enriched the language teaching panorama in school contexts”
(Trujillo, 2007, p.71). Then, active learning methodologies emerge as a substitute
to obsolete teaching practices, demanding more creativity and interaction in the classroom so that students are engaged with the materials and the subject to obtain significant learning outcomes. Furthermore, motivation and students’
learning styles play a key role in the learning experience. Not all students have the same preferences and styles for learning and activities that are successful with one group of students, may not work with another. Indeed, “when students are well-motivated and their learning preferences are proportionally accommodated, they are likely to get better improvement in their studies”
(Kamiluddin, 2019, p.2). This is especially relevant in the language classroom, since “motivation of a learner can indicate the degree of success in second/foreign language attainment” (p.2). In view of this, English teachers should take all learner types into account in order to make them feel motivated.
On top of that, thanks to the rapid development of new technologies, many students have become visual learners and learn best through watching videos, images, graphs or in-person demonstrations, which is essential to take into consideration while selecting and adapting activities for different groups and individual students. In order to satisfy students’ needs, games have emerged as one of the most widely used tools in the foreign language classroom. As will be illustrated further on, “there is growing evidence to suggest that gamification is increasingly being accepted as an effective learning strategy used to create highly engaging learning experiences” (Zainuddin et al., 2020, p.2). It also
“enhances students’ motivation and improves their learning experience, engagement and performance (p.9). Therefore, in the Western educational system, which is mainly dominated by technology, games can be used with different purposes in the English as a foreign language (EFL) classroom and they might be beneficial as long as they are used responsibly and in addition to other teaching and learning materials.
1.2. Structure
This dissertation aims at exploring the use of different gamification tools to learn EFL. In particular, it seeks to analyse whether games are effective to learn English in the context of obligatory secondary education, and, if so, whether they contribute to improving any specific language skills. With this purpose in mind, this study will firstly explore what previous studies and scholars have already found about this topic. Secondly, it will deal with the methodology and analyse the results obtained for the present study. Finally, it will offer a didactic proposal to suggest a possible way on how to apply both the gamification tools selected for the study (i.e., Kahoot, EdPuzzle and Quizlet) and some others in the English subject, so that games can be used satisfactorily inside and outside the secondary school classroom.
2. Literature review
2.1. Active learning methodologies
Keeping the previously mentioned educational context in mind, we should begin by defining what activities instructional methods are. Broadly speaking, there is not only a unique and valid definition of them. Active learning is generally defined as “any instructional method that engages students in the learning process”
(Prince, 2004, p.1). Following this definition, critics in favour of traditional lectures could argue that it might also be applied to traditional teaching with specific activities, such as homework. Nevertheless, this is not the case, since active learning has to do with “activities that are introduced into the classroom” (Prince, 2004, p.1). Hartt et al. (2020) refer to active methods as “pedagogical processes that engage students in activities to excite cognitive abilities and promote deep learning” (p.589). Similarly, Meyers and Jones (1993) describe active learning as
“a style of teaching that provides opportunities in the classroom for students to meaningfully talk and listen, write, read and reflect as they engage in a variety of learning activities” (p.6). According to Bernal and Martínez Navarro (2017), active methodologies take up three main ideas: a) students are active protagonists of their learning; b) learning is social, that is, students learn more from the interaction between them than individually; and c) the learning process must be
meaningful, realistic, feasible and complex (p.102). Therefore, this type of method gives students the opportunity to discuss, interact and reflect on different ideas of a specific subject.
Among its benefits, Shaaruddin and Mohamad (2017) highlight that it creates a positive learning environment and encourages participation, it allows direct interaction between the teacher and the students, it promotes an open-minded ideology, it enhances communication, students learn to respect each other’s opinions, and they engage with the learning activities (p.2312). However, “most students do not succeed to function as active learners unless they are provided with active learning opportunities” (Ghilay & Ghilay, 2015, p.11). Additionally, “it is a challenge to keep students’ motivation, engagement and concentration over time in a lecture” (Wang & Tahir, 2020, p.1). In light of this situation, Amores (2020) suggests that these new methodologies are the instrument through which students learn knowledge, attitudes and skills, which contributes to developing competences. This means that, rather than following a unique path, it is beneficial to combine different active methodologies to increase students’ interest and motivation (p.20). Steinert and Snell (1999) argue that “the use of interactive lectures can promote active learning, heighten attention and motivation, give feedback to the teacher and the student, and increase satisfaction for both”
(p.37). For instance, breaking the class into smaller groups, questioning the audience, organizing debates, and using audiovisual aids are some of the multiple approaches for making lectures more interactive (pp.39-41). Moreover, Prince (2004) points out that three types of active learning can be distinguished:
- collaborative learning → “any instructional method in which students work together in small groups toward a common goal” (p.1).
- cooperative learning → “a structured form of group work where students pursue common goals while being assessed individually” (p.1).
- problem-based learning (PBL) → “an instructional method where relevant problems are introduced at the beginning of the instruction cycle and used to provide the context and motivation for the learning that follows” (p.1).
Even though active methodologies are shown to be extremely beneficial breaking into the educational system with significant impact (Bernal & Martínez, 2017), Hartt et al. (2020) also state that “student engagement still remains a challenge”, because “active learning techniques do not necessarily guarantee intrinsic or extrinsic motivation for learning among students” (p.589). Consequently, scholars have been looking for innovative ways to motivate students to engage in active learning and ensure intrinsic motivation. One of these new methods is “game- based learning”, which has emerged as “an innovative learning technique that can increase student motivation, emotional involvement and enjoyment” (p.589).
Furthermore, “the principles of games are innately enjoyable for players and these values are typically connected to intrinsic motivation” (Zainuddin, Wah Chu, Shujahat, & Perera, 2020, p.9). In the same way, “educational games and gamification in particular are held to support the development of students’
cognitive, motivational, emotional and social outlook” (Licorish et al., 2018, p.20).
Having said that, what is the role of ICTs in active learning methods? How important is this kind of methodology in the foreign language context? Is it suitable for all learner types? Do game-based learning and gamification really mean the same? Are they actually beneficial approaches? How are they related to motivation? These are some of the questions that will be addressed in the next sections based on what other studies have already found.
2.2. The role of ICTs in active learning methods
The use of Information and Communication Technologies (ICTs) in the field of education has led to a transformation of the traditional methods of instruction and has become essential for the teaching and learning processes. That is why “in view of enhancing students’ engagement and motivation, technology is being increasingly integrated into teaching environments” (Licorish et al., 2018, p.1).
Chuang (2014) claims that “since technology has become integrated into our daily life, interactive lecturing with technology has become a ground-breaking advancement in education” (p.1970). In addition, technology “presents such a significant number of alternatives for making teaching more productive and interesting” (Nawaila et al., 2019, p.19). More specifically, “it has nowadays
become imperative in the process of learning second languages” (p.22). Not only do ICTs enhance English language skills among learners, but also facilitate the teaching process providing “authentic input of the target language through audio and video” and improving “classroom communication and interconnectivity”
between students (Negoescu & Bostina-Bratu, 2016, p.23). As a result, to get an effective teaching and learning process through active methods, ICTs should be implemented in the classroom. The main reasons are that they allow cooperative learning while increasing participation and interaction among students, and they promote motivation for learning.
Several scholars have performed studies involving the use of technology to promote active learning. The study conducted by Ghilay and Ghilay (2015) introduces a new model called Technology-Based Active Learning (TBAL), which
“enables students to become active learners and improve their learning quality as a result of better studying experience and a lot of opportunities to participate and express themselves” (p.10). In line with the previous research, Amores (2020) points out that The European Higher Education Area (EHEA)1 is committed to the integration of new technologies, a methodological innovation in the educational curriculum, and proposes significant changes regarding methodologies (p.19). As a consequence, new methodological strategies, such as inquiry-based learning; flipped classroom; project-based learning; cooperative learning; and gamification, combined with the correct use of ICTs, reflect an increase in students’ interest and motivation (p.19). However, other researchers report that “teaching and learning using technology is only a fast option for guiding students to solve complex real-life problems” (Nawaila et al., 2019, p.22). Despite the differences between studies, new technologies are generally shown to be beneficial as supporting tools of the teaching-learning process.
1 The European Higher Education Area (EHEA) is “a unique international collaboration on higher education and the result of the political will of 49 countries with different political, cultural and academic traditions, which, step by step during the last twenty years, built an area implementing a common set of commitments: structural reforms and shared tools” (https://ehea.info).
After having commented on the relevance of technology in today’s educational system, it is important to take into consideration the role of both teachers and students, and the training they need to receive in order to have the required skills to use ICTs in the classroom. Martínez Navarro (2017) proposes that traditional teaching models give way to new forms of learning with new technologies as a backdrop, changing both the learning process and the role of teachers and students (p.254). To begin with, teachers must receive obligatory digital training to use these tools both inside and outside the classrooms. On many occasions, they do not have the necessary knowledge to do so and class time is lost. In addition to teacher training, students should also be taught how to use such tools, as “it is of vital importance that teachers make their students ready to use computers and concurrently manage other tasks, like conducting magazine and book research, gathering data and information from observations, videotapes and so on” (Nawaila et al., 2019, p.18).
Apart from that, teachers’ attitude about the use of new technologies in the classroom will be decisive in students' perception and interest towards them. In fact, “lots of teachers are found to possess a positive attitude toward technology, although they are equipped with little technological knowledge” (Nawaila et al., 2019, p.19). The study by Sánchez et al. (2012) analysed teachers’ attitudes towards the use of ICTs in the classroom and concluded that alternative ways of teacher training should be developed, because, even if teachers have positive attitudes, the use of ICTs is scarce and subjected to innovative processes (p.1358). These data indicate that there must be both a positive attitude on teachers and students and a real use of ICTs in the classroom for them to function properly. However, there is still much work to be done to achieve a full implementation of new technologies in today's classrooms.
2.3. Active methods in the foreign language learning context
In the foreign language classroom, even more innovative dynamics and materials should be used, since students should feel comfortable when learning a language as prominent as English. That is why several scholars and previous studies have
already tested the effectiveness of active learning methods over traditional ones in the EFL classroom. Figueroa (2015) puts forward that “nowadays, thanks to CALL2, the L2 learner has become an active participant and language explorer”
(p.38). Likewise, Ybarra and Green (2003) suggest that “students learning a new language need as much language support as possible” (para. 2). Hence, their study deals with the use of technology to learn a language, because it can provide L2 learners with a valuable language experience by contributing to the positive development of some personality factors such as self-esteem, risk-taking and motivation. Another study by Liaw (1997) concluded that verbal interaction and the use of a variety of language functions by English language learners can be facilitated by the use of a computer. Hartt et al. (2020) explored the “effectiveness of game-based techniques in improving students’ perception of learning, engagement and teamwork” (p.600). The results demonstrate that students’
enjoyment, peer interaction, and ability to share ideas were more effective in the gamified lecture than in the traditional one (p.597). Finally, compared with traditional methods, using computers in language teaching “provides more effective learning”, “increases learners’ motivation”, “develops positive attitudes in students”, and “increases the retention process” (Anak & Hua, 2021, pp.107- 108).
Nevertheless, computers are a tool to teach English language learners as they develop their language skills, not a substitute for effective teaching (Ybarra &
Green, 2003, para. 22). Among their main benefits, “computers can provide a rich environment to learn vocabulary in context” (para. 8). They also “increase the dimensions of foreign language learning, involve students in interactive activities and help teachers reach all students' comprehension in different ways” (Dedja, 2015, pp. 46-47). Some negative aspects are that teachers may feel uncomfortable when “the Internet is slow”, they are “not qualified and trained enough”, or students have “more technological competence than the teacher”
(p.47). All in all, then, ICTs have great potential both for learning and teaching a
2 Computer-Assisted Language Learning (CALL).
foreign language. Nevertheless, they should not be the only way of learning nor should they replace other teaching materials or teachers.
2.4. The importance of learning styles in active learning approaches
In order to obtain significant learning outcomes, teachers should identify the different types of learners that are in the classroom before starting to teach them.
Learning styles “indicate how a learner perceives, interacts with, and responds to the environment” (Moenikia & Zahed-Babelan, 2010, p.1169). The first thing teachers need to take into account when facing a group of students is that they may have different interests, abilities and ways of motivation. In the foreign language classroom, identifying students’ background, interests and motivations is even more important, since “language learning styles and strategies appear to be among the most important variables influencing performance in a second language” (p.1170). Teachers should therefore select and adapt appropriate materials to teach the diverse types of students and focus not only on groups but also individuals. Hsu (2017) emphasises that to “achieve better learning effectiveness, teachers should not assume that all students have an identical way of learning but should prepare adaptive instruction to fit their different preferences or demands” (p.139). Clearly, teachers should attend to the diversity of students by observing their individual needs, proposing different learning strategies and advising them at all times, so that everyone can learn satisfactorily, and all learning styles and rhythms are included.
Many scholars are in favour of active learning as the most suitable method to cover all learning styles: visual, verbal, auditory, kinaesthetic, intrapersonal, interpersonal, and logical-mathematical (Gardner, 2000). Meyers and Jones (1993) maintain that this style of teaching is likely to have a positive effect on a much larger proportion of a class of students than the traditional lecture method, since learning is an active process and different people have different dominant or preferred modes of learning. What is more, “computers can incorporate various learning strategies as well as accommodate a variety of learning styles” (Ybarra
& Green, 2003, para. 8). According to Tyler (2003), “the key to an engaged class
is to use a variety of tactics and learning modalities involving individuals, partners, and small groups to interest the class and encourage engagement” (p.107). In short, teachers should be versatile and keep in mind that some students’ learning style can be a combination of two or more styles, so it is better to include a variety of activities to meet students’ needs.
2.5. Gamification and game-based learning 2.5.1. Definition
Within active learning methods, games have acquired a lot of importance as teaching and learning resources in the foreign language classroom. Of course, gaming technologies “have a direct influence on learning and the potential of modernising the landscape of education in this new digital era” (Zainuddin et al., 2020, p.13). Undoubtedly, “implementing language games into the learning process will bring variety, break monotony, enliven classes, and motivate students to work” (Zarzycka-Piskorz, 2016, p.34). Following Hartt et al. (2020), gamification has developed as a new method that allows students to engage in active learning and increase their motivation and enjoyment for learning new content (p.589). As Anak and Hua (2021) indicate, “the goal of incorporating gamification into education is to present a more engaging, attractive, and effective learning experience for the student” (p.105). Some students may be demotivated to learn a second language mainly because of their previous experiences, lack of interest, or the type of methodology used to teach the language. For that reason,
“gamification offers L2 learners a fun, interactive, and non-threatening learning environment” (p.105). In the same way, game-based learning can “increase student motivation, emotional involvement and enjoyment” (Hartt et al., 2020, p.589). Therefore, both gamification and game-based learning are “very popular mobile and technological trends that use game elements to promote desired behaviours and drive corporate learning outcomes” (Zainuddin et al., 2020, p.1).
Nonetheless, do they really mean the same?
Gamification and game-based learning may seem interchangeable concepts at first, but they are not exactly the same. Wright (2018) notes that “while both combine games and learning, the difference lies in how game elements are
integrated into the learning experience” (para. 1). Whereas gamification is defined as “the practice of using game design elements, game mechanics and game thinking in non-game activities to motivate participants”, game-based learning
“encourage[s] students to participate in learning while playing and make[s] the learning process more interesting” (Al-Azawi et al., 2016, pp.133-134). Indeed, the game elements in gamification “are usually separated from the actual learning content” (Wright, 2018, para. 5). For instance, Classcraft, Socrative, Quizlet and Kahoot would be examples of gamification tools. Another important feature is that
“gamified lessons or activities may include elements such as badges, leaderboards, timed activities, rewards or points” (para. 5). Taking this difference into consideration, this dissertation will focus on gamification tools with the aim of exploring whether they are effective to teach EFL and whether students believe they contribute to improving any specific language skills.
Many scholars have already explored the effectiveness of gamification in the educational context. Educational games are different from pure entertainment games, since “their primary purpose [is] to educate and train the player” and their
“entertaining quality is rather used as a vehicle to support learning” (Hartmann &
Gommer, 2021, p.1). In their study, Roblizo et al. (2015) determine that gamification is a methodology that helps improve the results of the teaching- learning process, responding to students’ educational needs. Zainuddin et al.
(2020) believe that “the adoption of gamification in learning and instruction is perceived to have mass appeal among the learners in stimulating motivation, learner engagement and social influence” (p.1). Besides, “gamification is not about technology or a digital platform, but rather, about the design and development of innovative instruction which incorporates game elements into activities” (p.14). Its main objective is to “increase participation and motivate users through the use of game elements, such as points, leaderboards, and immediate feedback, among other things” (Figueroa, 2015, p.37). What is more,
“the use of gamification in L2 learning contributes positively to the learning experience” since “it helps L2 learners in plenty of personality factors” (p.50).
Amores (2020) draws attention to the fact that, with this approach, teachers plan the session with the purpose of stimulating students in the activity they carry out
(p.22). Regarding language skills, Figueroa (2015) finds out that “gamifying the L2 classroom enhances the learning of writing, reading and speaking” (p.50). It is evident that gamification, especially in the foreign language classroom, brings infinite benefits both to students and the learning environment.
Although it is a very convenient technique, it also has some negative aspects that must be taken into account. First of all, gamification tools should not replace other teaching materials. As Figueroa (2015) acknowledges, “in a gamified classroom setting, the tool will serve as a purpose and it should not substitute the target goal of the unit or module” (p.49). Another important aspect is the availability of technological devices in all the classrooms. Sometimes, there may be no computer, digital screen or other devices to play games in the classroom, but “as digital technology becomes more affordable and pervasive in classrooms, gamifying lessons will become easier and more robust” (Zainuddin et al., 2020, p.13). Still, “the L2 educator needs to use the gamification tools accordingly to the target audience and combine them with the appropriate language learning approach or strategy” (Figueroa, 2015, p.49). Lastly, while using these tools, teachers must ensure that non-responsible uses or students’ distractions are avoided.
2.5.2. Gamification tools 2.5.2.1. Kahoot!
As previously mentioned, this study will examine students’ opinions on the effectiveness of several gamification tools (i.e., Kahoot, EdPuzzle and Quizlet) to teach and learn EFL. To start with, Kahoot is defined as a “game-based learning platform used to review students’ knowledge, for formative assessment or as a break from traditional classroom activities” (Wang & Tahir, 2020, p.1). Martínez Navarro (2017) describes Kahoot as a game tool that allows both gamification and the inclusion of smartphones in the classroom (p.255). Several authors have already shown its usefulness to teach and learn English. For example, in her study, Rodríguez-Fernández (2017) analyses the use of Kahoot in two groups of university students from similar ages and conditions, and in two different subjects from the same degree. Results illustrate that it increases students’ class
attendance and participation, and it is a highly valued app to improve learning and promote competition in the classroom (p.181).
Among its main benefits, Wang and Thair (2020) emphasise that it can have “a positive effect on learning performance, classroom dynamics, students’ and teachers’ attitudes, and students’ anxiety (p.1). It also allows you to create a fun learning game in a matter of minutes and promotes discussion and pedagogical impact (Guano et al., 2020, p.48). According to Zarzycka-Piskorz (2016), Kahoot
“creates a context in which cooperation as well as autonomy can be observed”
(p.18). Moreover, it is a tool that provides enthusiasm, increases the level of student’s participation, and makes it easier to remember and retain information (Martínez Navarro, 2017, p.256). This learning tool specifically allows students to consolidate vocabulary learning in the English classroom (Guano et al., 2020, p.48). The main effective activities to teach vocabulary through Kahoot are cloze activities, quizzes, questions and word order (pp.49-51). Due to the involvement of active learning, Kahoot comes out as a perfect candidate to make students the protagonists of their learning experience.
Other scholars have also criticised the use of Kahoot in the English classroom.
Following students’ views, Kahoot sometimes brings “technical problems”, such as “unreliable Internet connection”, “not being able to change your answers”, “not enough time to answer”, or “difficulty in reading questions and answers on a projected screen” (Wang & Tahir, 2020, p.1). Teachers’ main challenges with this tool are “getting the right difficulty level of questions”, “network connectivity” and
“scoring based on how quickly students answer” (p.1). In view of that, one of the main objectives of this study is to check whether these different points of view regarding Kahoot are fulfilled in a secondary education class.
2.5.2.2. EdPuzzle
Another gamification tool that will be analysed in this project is EdPuzzle. Prawati and Novitasari (2018) assert that “a simple way to make use of technology in order to boost the learning process is by employing video as visual aid” (p.519).
However, “the integration of video in the classroom might be challenging for some
teachers, especially those who are digital immigrants3” (p.519). In this context, EdPuzzle emerges as a “video-sharing program that offers instructors a way to enhance the use of online videos for learning” (Mischel, 2019, p.283). This educational platform allows the creation of interactive videos to watch either at home or in class with different types of questions available: multiple-choice, true or false, fill in the gaps, open-ended questions, etc.
The fact that students have to “answer the questions through their mobile phones favours a meaningful learning” (Orcos et al., 2018, p.45). In the study conducted by Mischel (2019) students revealed that EdPuzzle “helped them focus more on the important aspects of the videos and that they were more confident of their learning after taking embedded quizzes” (p.283). It also allows “instructors to ensure that students have viewed the lesson in its entirety and determine whether they understood its content” (p.283). Likewise, Tabassum (2020) adds that the most important advantage of EdPuzzle is that “it tracks students’ activity and gives teachers detailed reports of who did not watch it, how much of the video students watched, and which part of the video was watched more” (p.131).
Another study performed by Aula (2020) aimed at implementing EdPuzzle e- learning as a tool to improve students’ listening skills. After using it, there was a significant improvement of participants’ listening skills. A further reason why it is worth using is because it offers “a variety of tools to supplement students’ learning experiences, such as cropping, voiceover, quizzing, text boxes, reporting, and sharing” (Mischel, 2019, p.284). Ultimately, Prawati and Novitasari (2018) explain
“this easy-to-use video platform helps teachers to save time in preparing visual aids, support classroom engagement as well as students learning” (p.520).
Considering all the potential of EdPuzzle that the previous authors mention, it would be a great option to use this program in the blended face-to-face virtual education that we are now experiencing due to Covid. Thus, one of the objectives
3 “Digital immigrants” is a term used to refer to “today’s students, who represent the first generations to grow up with new technology”. They are also defined as “digital natives”, since
“they are all ‘native speakers’ of the digital language of computers, video games and the Internet”
(Prensky, 2001, p.1).
of this dissertation will be to use EdPuzzle to improve distance learning experiences.
2.5.2.3. Quizlet
The last gamification tool that will be exploited in this research is Quizlet, which is defined as a “multifaceted CALL software that teachers and students can use on the web and as an application” (Toy & Büyükkarci, 2019, p.47). It can be also viewed as an “online learning teaching community platform as teachers can create their classes and manage the tasks by tracking progress of learners”
(p.47). Another common definition for this tool is “a mobile and web-based application which utilizes learning modules composed of concepts and their definitions or descriptions” (Montaner-Villalba, 2019, p.305). They argue that its efficacy on improving vocabulary is “attributed to the increasing role of information and communication technology in all aspects of life” (p.305). Apart from that, it also “enhances active learning both inside and outside the classroom” (p.305).
Kannan and Munday (2018) dealt with ICTs to teach and learn a second language and found that tools such as Quizlet are used by a high number of language learners who opt for digital flashcards to learn more independently (p.17). The study sets of Quizlet are “introduced to learners through various learning modes which include flashcards, games, collaborative tasks, and quizzes that help learners master different topics and, particularly, languages and vocabulary”
(Montaner-Villalba, 2019, p.305). Furthermore, they are designed to “meet the needs of autonomous learners, since they can perform different learning tasks, assess their vocabulary, acquisition, and gamify the vocabulary learning process”
(Sanosi, 2018, p.76).
Authors like Saienko and Chugai (2020) examined the integration of Google Classroom, ClassTime and Quizlet as distance learning tools during quarantine.
Results illustrate that 57% of the participants confirmed the effectiveness of Quizlet to learn English online (p.151). Similarly, Toy and Büyükkarci (2019) looked at “the effects of using Quizlet on foreign language learners’ vocabulary learning success” (p.44). The results indicate that Quizlet “increases the students’
achievement for vocabulary learning, particularly regarding word recognition”
(p.44). Sanosi’s research (2018) also explores the effect of Quizlet on vocabulary acquisition to come to the conclusion that, after a month of learning vocabulary through Quizlet, participants show a significant improvement in the vocabulary post-test (p.71). Although all previous studies agree that Quizlet is a very valid tool for learning vocabulary, it also has some drawbacks such as “possible pressure on English teachers who do not have enough technical skills”, and “lack of direct communication between teachers and students” (Saienko & Chugai, 2020, p.155). In light of the usefulness of Quizlet both to learn and teach vocabulary inside and outside the classroom, this investigation will also include Quizlet as a support tool to learn the vocabulary of the unit both in face-to-face classes and in streaming to check whether students really consider it effective.
2.6. Gamification and the motivational theory 2.6.1. Types of motivation and games
Motivating students to learn a foreign language is one of the most challenging obstacles in today's educational system. Even if traditional methodologies are gradually being replaced by active methodologies, motivating students to get involved in the language learning process has not been fully achieved yet. In fact,
“most teachers acknowledge that it is a challenge to keep the students’
motivation, engagement, and concentration over time in a lecture” (Wang & Tahir, 2020, p.1). Originally, motivation can be defined as “why people engage in different activities at various degrees of interests and involvement” (Hartt et al., 2020, p.591). When someone is motivated, this person is “energized or activated toward an end” (Ryan & Deci, 2000, p.54). Within motivation, two different categories can be distinguished: intrinsic and extrinsic motivation. On the one hand, intrinsic motivation is “the doing of an activity for its inherent satisfactions rather than for some separable consequence” (p.56). People are “intrinsically motivated for some activities and not others, and not everyone is intrinsically motivated for any particular task” (p.56). On the other hand, extrinsic motivation is “induced from external sources such as rewards, grades, money, and social recognition” (Hartt et al., 2020, p.591). Also, it is “a construct that pertains whenever an activity is done in order to attain some separable outcome” (Ryan
& Deci, 2000, p.60). Then, an intrinsically motivated person is “moved to act for the fun or challenge entailed rather than because of external prods, pressures, or rewards” (p.56). At some point in our lives, it is likely that we all have experienced both types of motivation. Not every student will be motivated during the same activities, so a variety of tasks should be offered in the classroom so that all students have the chance to feel motivated for something they like or are interested in. In the foreign language context, games can be a strategy to reinforce students’ engagement and motivation in the learning process. However, which type of motivation are they more likely to promote?
Inevitably, games contribute to greater motivation to learn a foreign language both inside and outside the classroom, as students are entertained and pay more attention to the activity they are doing. As Zarzycka-Piskorz (2016) believes, “one of the most important factors in gamified education is motivation” (p.19). In her study, results indicate that “gamification can be engaging and fun, and, therefore, may influence the motivation of the participants” (p.22). Regarding the type of motivation they favour, different authors have varied points of view on this subject. Firstly, Zainuddin et al. (2020) support that “both intrinsic and extrinsic motivation play crucial roles in promoting students' learning engagement through the gamified learning approach, aimed at meeting the three basic needs:
competence, autonomy and relatedness” (p.9). Similarly, Hartt et al. (2020) point out that games enable “the integration of both intrinsic and extrinsic motivational components to cultivate an environment where players feel more motivated to engage in the target activities” (p.592). However, in the online game context,
“intrinsic motivation is enhanced by the perspective of winning and/or getting a reward” (Zarzycka-Piskorz, 2016, p.33). Garris et al. (2002) think that although
“extrinsic rewards can be less effective than intrinsic motives, both play a role in determining learner behaviour” (p.444). What is more, “a good gamification design seeks to understand and align the learning objectives with a student's intrinsic motivation” (Zainuddin et al., 2020, p.9). Therefore, “it is necessary to understand the degree to which one can utilize external rewards to motivate learning, so as not to impair students’ originality and intrinsic motivation for
learning” (Hartt et al., 2020, 591). In accordance with the previously mentioned opinions, in order to achieve a correct and effective implementation of gamification tools in the classroom, both types of motivation must be boosted and combined in the educational context.
At first, gamification is extremely linked with extrinsic motivation with game elements or rewards such as money, points and badges. Nevertheless, motivation in game playing “has been mainly associated with intrinsic motivation”
because “games are often assumed to possess an inherent motivational power through which individuals become immersed and absorbed in a game and experience the game play as enjoyable” (Hartmann & Gommer, 2021, p.4).
Zainuddin et al. (2020) shed light on the fact that game elements “have the capacity to reinforce a more enjoyable and engaging player experience and further accentuate their gamified learning experience” (p.7). With “extrinsic rewards and an intrinsically satisfying design, the players embark on their journey of mastery, which requires elements such as desire, incentive, challenge, reward and feedback to create learning engagement” (p.9). Actually, games “require forms of extrinsic motivation for students to become involved and its further internalisation for sustained involvement” (Hartmann & Gommer, 2021, p.2).
Since “educational games are considered instructional tools that put students in a position to take ownership of their learning and that are able to foster experiential learning of students”, they are expected to “intrinsically motivate students” (p.18). On the whole, whereas students’ extrinsic motivation in gamification is necessary to provide them with incentives for learning, intrinsic motivation plays a key role in helping learners to become more mature and to appreciate their progress in the language learning process.
2.6.2. Possible barriers towards fostering motivation
Having examined which type of motivation is better when using gamification in the learning environment, this dissertation will now focus on several aspects that might make teachers reject games in the language classroom. Even though games are very popular educational tools, some teachers are not still familiar with
the correct use of them and they even feel that they may create too much competitivity between students, which generates anxiety between learners and could reduce their motivation to learn. Teachers’ main challenges and fears of using games include time constraints, an unreliable Internet connection, students’
concern of losing, and the fact that they can also guess the answers (Wang &
Tahir, 2020). Apart from that, they might think that “the simple use of extrinsic motivators, such as virtual trophies or achievement points, does not always guarantee that students will care or be more engaged” (Zainuddin et al., 2020, p.12). As a consequence, “the role of the instructor in debriefing learners is a critical component in the use of instructional games, as are other learner support strategies such as online help, cues/prompts, and other activities” (Garris et al., 2002, p.460). In spite of some teachers’ views, in the majority of studies this dissertation has been based on, “students admitted that they would like to see more games in their classes” seeing that “rewards, points, and levels are forms of extrinsic motivators, but the whole gaming experience touches significantly the intrinsic motivation aspects” (Zarzycka-Piskorz, 2016, p.34).
Thereby, according to all the studies and researches previously exposed, it can be argued that gamification in the English classroom seems to be an effective tool as long as it is not used as the only resource, since it has to be complemented with other didactic materials such as textbooks, flashcards, songs, among others.
Despite the usefulness of the previous studies, to the best of my knowledge, not much research has been conducted on the use of gamification tools in the field of secondary education, especially in the subject of English. Bearing this in mind, the present study will particularly tackle students’ beliefs on effectiveness of games both inside and outside the classroom with 4th ESO students at a secondary school in Majorca, Balearic Islands.
Therefore, the objectives of the current study are:
1) To know students’ views on the effectiveness of games as EFL tools.
2) To check whether students believe their language skills will be enhanced through the use of gamification.
3) To examine if what other studies have already found regarding Kahoot, EdPuzzle and Quizlet is fulfilled in a secondary education class.
3. The study 3.1. Participants
The participants from this study were 60 fourth-year students of compulsory secondary education (ESO) from a state-run secondary school in Can Pastilla, Majorca. Due to its geographic location and socio-economic environment, it is a multicultural centre with around 650 students that teaches 1st, 2nd, 3rd and 4th of ESO, and 1st and 2nd scientific, social and humanistic Bachiller. The participants in this study were all between 15 and 17 years old, with 30 females and the remaining 30 males. Since they lived on the bilingual Spanish-Catalan island of Majorca, 20 of them had both Spanish and Catalan as their mother tongue, 23 Spanish, 7 Catalan, 4 English, 1 German, 1 Bulgarian, 1 Turkish, 2 Romanian and 1 Russian. They were all EFL learners and they received 3 hours of instruction of English per week at school. Even if the participants belonged to the same year, academically speaking, in the sociolinguistic part of the survey they pointed out they had slightly different levels of English according to the Common European Framework of Reference for Languages (CEFR): 19 had an A1 level, 12 an A2, 17 a B1, 8 a B2 and 4 a C1.
Even though, as mentioned above, there were 60 participants in the pre-survey and in the study itself, only 30 of them were able to answer the post-survey used.
The reason why half of the students did not answer the post-survey is because the 4th of ESO groups were divided into two subgroups because of the blended educational system caused by the Covid pandemic (depending on the weeks, half of them would attend classes face-to-face and the others would follow lessons online, from their homes). Whereas at the beginning I could attend all the lessons from both groups, I ended up teaching English to all groups 1 in this course and, although the rest of students in group 2 did the experiment with another teacher, I could only send the post-survey to group 1.
3.2. Research materials
In order to know and analyse students’ opinions on the effectiveness of games to teach and learn EFL, two surveys were created through Google Forms: one to do before the experiment and the other one after it. The links to both surveys were uploaded on Google Classroom so that students could easily access them. Even though they were quite similar in terms of content and format, the first one also included questions to obtain students’ sociolinguistic background before starting with the study, whereas the second one was more oriented towards knowing their perceptions on these gamification tools and some remarkable aspects, both positive and negative, they had been able to find after the experiment.
3.2.1. Pre-survey
The survey students had to answer prior to the study was divided into two different sections. The first section included questions regarding their sociolinguistic information (gender, age, mother tongue and level of English). Section two focused on the participants’ experience with games to learn EFL. They were asked to answer 36 questions in which students had to state the degree to which they agreed or disagreed with the statements by using a 5-point Likert scale.
Since it was likely that the participants had never used some of the games to learn English at school before, questions that referred to specific gamification tools (i.e., Kahoot, EdPuzzle and Quizlet) were not compulsory to answer in this survey. From the 36 questions, 6 were devoted to collecting information on whether they had ever used Kahoot, EdPuzzle and Quizlet as learning tools inside and outside the classroom, 20 items focused on their contribution to improving specific language skills, and the remaining 10 dealt with aspects such as autonomous work, motivation, creativity, fun, self-evaluation and active learning.
3.2.2. Post-survey
A week after having conducted the study, the students were sent a post-survey where they had to answer 33 questions, most of which were quite similar in content to the previous questionnaire. It also followed a 5-point Likert scale from
“strongly disagree” to “strongly agree”. With this survey, the main aim was to analyse what differences, if any, could be noticed with respect from the pre- survey. In this way, it could be possible to perceive if the participants had changed their opinion regarding the effectiveness of gamification to learn English and the skills that are more likely to be developed. The first 6 questions in the post-survey were devoted to knowing the usefulness of Kahoot, EdPuzzle and Quizlet to learn English inside and outside the classroom. It also included 3 questions aimed at knowing the degree of fun and motivation they had felt when using games both in class and at home (streaming classes). Also, 6 questions dealt with the development of self-evaluation, experiential and autonomous learning, creativity, and imagination thanks to games. Finally, the last set of questions focused on games’ contribution to improving language skills, problem solving and critical thinking skills, and future recommendations. Unlike in the pre-survey, 2 open- ended questions were also inserted at the end so that they could highlight what they liked the most and the least about the gamification tools of the experiment.
This survey was sent for homework as well and only half of the participants (i.e., 30 people) answered it (see section 3.1 for more information).
3.3. Experiment: implementation of games in the classroom
The experiment lasted approximately 6 weeks. During the first week, the students were asked to answer the pre-survey, which was uploaded on their Google Classroom. Since they had just begun their Easter holidays when they were asked to answer the questionnaire, it was sent as homework. In total, they had almost two weeks to fill it in. After the holidays, they started with the experiment, which consisted of using Kahoot, EdPuzzle and Quizlet as gamification tools to teach the new unit, which focused on modal verbs and vocabulary related to cultures and traditions around the world. Not only were these games applied to cover vocabulary and use of English skills, but also to practice the other language skills more indirectly.
The first task consisted of introducing students to the main vocabulary of the unit through Quizlet. To do so, a unit in Quizlet was created named “Culture and
traditions” with 8 key terms related to vocabulary about culture and traditions. In this activity, students were shown flashcards on the screen with the words culture shock, folklore, stereotype, social trends, greeting, customs, trends, and beliefs, and they had to try to explain their meaning. Once they had provided a definition in their own words, they were given the correct definition, which was on the other side of the flashcard, to check whether they had done it right. At the same time, they had to copy these 8 words in their notebooks as vocabulary for the exam.
After that, they were asked to show if they had assimilated the meaning of the words by selecting the “Learn” option in Quizlet, which is a multiple-choice and fill-in the gaps activity about the target words. The link to this Quizlet unit was uploaded to the English subject Classroom so that students could practice the target words at home: https://quizlet.com/es/582586771/culture-and-traditions- flash-cards/?x=1jqt.
Two sessions later, in the streaming class, they revised the same words to make sure that they had not forgotten them by playing different games that Quizlet offers. As illustrated in figure 1, in the first one, called “Match”, students had to match the correct combination of every term with its definition. They were given extra time if they made a mistake. The second game was called “Gravity”. Before starting, there is the option of selecting what terms to study, the level of difficulty and the type of answer (definition, term or random) students would give. The main objective was to protect planets (which contained either the definition or the term) so that they would not turn into asteroids. If they got a term wrong twice, their planet would be destroyed. There was a third game called “Quizlet Live”, which was a collaborative and competitive game between students, but it could not be tested in this study because of time constraints. Apart from that, below the flashcards and the game options, Quizlet also gives players the option of observing their progress through statistics that show, from the 8 terms introduced in the unit, which ones have already been assimilated and which are still in progress.
Figure 1. Quizlet overview of “study” and “play” available options
The second task involved the use of Kahoot to review vocabulary from the unit as well, but this time in a streaming class. Not only could students practice vocabulary in this Kahoot, but also acquire some general knowledge about different cultures and traditions. They were asked 10 questions that included one of the previous 8 terms they had learnt with Quizlet. In fact, in addition to the vocabulary learnt from Quizlet, all the sentences in the Kahoot exercise included words in bold to highlight those words that were important for the unit. For instance, sentence 2 was: one of the biggest folklore representations in Spain is flamenco, and sentence 3: the Arab community is strongly stereotyped. Figures 2 and 3 below also show some examples of questions taken directly from this Kahoot. Apart from that, there were different formats of questions, but they were mainly true or false and multiple-choice (only with 3 options). To answer the questions, students were given a maximum of 20 seconds. They answered the questions through their smartphones and the questions were projected on the digital screen. Between each question, students could check their scores and position in the game in relation to their classmates. At the end, there was a ranking with all the results according to the number of correct answers and the time spent to answer each question.
Figure 2. Preview of question 8 from the Kahoot
Figure 3. Preview of question 10 from the Kahoot
Finally, the third task of the experiment dealt with the use of EdPuzzle. Whereas the two previous gamification tools were used to explain and learn vocabulary, EdPuzzle focused on the grammar explanation of modal verbs. With this purpose in mind, students were set a task on Google Classroom that included an interactive video with EdPuzzle to review modal verbs after the theoretical explanation in class. As a result, they had to do this activity for homework, and they were given four days to do it. Basically, what they needed to do was to watch a 2-minute video explaining modal verbs and answer the questions that appeared while watching it. It was compulsory to answer all the questions to be able to move on, as the “prevent skipping” option was activated. They could also rewatch the part of the video that contained the answer to the question they were on if they did not get it. They had to answer 12 questions, from which 6 followed a
multiple-choice format and students were given immediate feedback, 2 were open-ended questions to be graded by the teacher, and 4 were notes to remind students of some theoretical features and uses of modal verbs. At the end, there was an open-ended question where participants could write any questions or doubts. The link students were given to access this activity is:
https://edpuzzle.com/assignments/607fc90cf8f91a40fd0aed1b/watch.
Therefore, while Quizlet was used as a gamification tool inside the EFL classroom, Kahoot and EdPuzzle were used at home for online classes and homework respectively. Once the experiment had been conducted, they were sent the post-survey via Classroom as well, which was answered only by 30 students as has been previously explained.
3.4. Data analysis
For simplification purposes, once all the data from both questionnaires was gathered, the information was analysed in the form of visual graphs and percentages. In the first place, for most of the analysis, the graphs that Google Forms automatically generated with the results obtained were used. The percentages were obtained by grouping the purple (strongly agree) and green (agree) sections of the graphs to refer to all the participants who agreed with a specific aspect. In the same way, the blue (strongly disagree) and red (disagree) sections were joined to conclude that they did not agree. However, to calculate the percentages of the students' perception towards the development of the different language skills, the data from the Google Forms graphs were entered into an Excel spreadsheet, through which different graphs were created, which will be illustrated below in the “results and discussion” section. These graphs show a comparison and an evolution of how students perceived the idea that the three gamification tools had contributed to developing different language skills both in the pre-survey and in the post-survey respectively.
3.5. Results and discussion 3.5.1. Pre-survey
As previously mentioned, in the pre-survey, students were asked to answer different sets of questions related to their experience with gamification tools to learn EFL. They had to choose the option that they thought was more appropriate for each statement according to their personal experience with games as tools to learn EFL. The options went from “strongly disagree” to “strongly agree” following a 5-point Likert scale. After having a look at their answers, results from the pre- survey show that regarding the use of Kahoot, EdPuzzle and Quizlet inside the classroom, 69.2% of the participants had already used Kahoot, 21.5% EdPuzzle, and 47.7% Quizlet. However, there is a decrease in the use of these tools outside the classroom, as only 46.9% had used Kahoot, 21.5% EdPuzzle, and 26.1%
Quizlet. Apart from that, 46.1% of the participants believed that their learning results have increased with the use of games to learn EFL.
Unsurprisingly, figure 4 below shows that 73.9% felt that they were having fun and more motivated while learning English through games. This suggests the usefulness of games as complementary tools to teach and learn EFL since it is a way of boosting students’ motivation and enjoyment while learning. Furthermore, 63.1% affirmed that learning is more active and experiential with these tools and only 43.6% said that their creativity was boosted with gamification tools.
Additionally, 56.9% thought that their learning was more autonomous with the use of games, 46.1% of them believe they could improve their learning process thanks to games, and 47.6% saw more learning possibilities with gamification tools than to work at their own pace. As a consequence, 60% of them said they had been able to show the new content they had learnt through games, 53.9%
were able to evaluate their own learning process, and 64.6% said that they facilitate the organization of their study.
Figure 4. Students’ responses regarding fun and motivation while learning English through games
Concerning their contribution to developing critical thinking and problem-solving skills, in general, participants believed that from the three gamification tools, Kahoot was the one that contributed the most to developing these skills. This result could be attributed to the students' unfamiliarity with both EdPuzzle and Quizlet. With respect to their improvement of language skills, figure 5 below shows that Kahoot is the one that, according to the students, helps them improve all language skills the most except for writing skills, which they perceive are more developed with EdPuzzle. In addition, the reading skill is perceived to be the most developed one through games. In spite of this, this study will mainly focus on the teaching and learning of vocabulary and grammar through games. Taking all this information into account, 72.3% of the participants would recommend games as learning tools to future students.
Figure 5. Students’ perception of their improvement of English language skill via games (pre- survey)
3.5.2. Post-survey
Once students had already been exposed to several gamification tools to learn EFL, they completed the post-survey. The results show that the majority of the participants perceived that the three games were useful both inside and outside the classroom, more specifically, they revealed that Quizlet was the most effective one inside the classroom and EdPuzzle outside the classroom. All the participants stated that they had fun and felt motivated when using these games in class and in streaming, except two of them, who strongly disagreed with the idea of using these tools at home for motivation and fun. The majority of them felt that it was easier to follow the class from home with the use of those games. In addition, 60% of the subjects pointed out that they were able to work at their own pace and more independently through games. However, only 35% of them found that they could improve their learning process. In comparison with the pre-survey, figure 6 shows that the percentage of students who acknowledged having observed a development of their creativity and imagination; more specifically, this increased up to 60%. After having experienced the use of games as EFL tools, all the participants answered that they agreed with their learning being more active and experiential with games, 60% of them saw more possibilities to show what they have learnt through these games, and 70% were able to evaluate their own learning process.
Figure 6. Students’ views on their increase of creativity and imagination thanks to games
With respect to their development of language skills, figure 7 below illustrates that both Kahoot and Quizlet are the most effective tools to learn vocabulary. To learn grammar, they revealed that Kahoot and EdPuzzle were the best ones. As for
