Enhancing motivation in learning vocabulary for non-English major students at Hanoi Architectural University via online games

Tóm tắt

Vocabulary acquisition is essential for effective second language learning, yet non-English major students in architecture programs often find it tedious and irrelevant, leading to low motivation and reduced retention. This study highlights the urgent need to address motivational challenges specific to Vietnamese architecture students. This study investigates the use of online games to enhance vocabulary learning among non-English majors at Hanoi Architectural University. A mixed-methods design involved 100 undergraduates divided into experimental and control groups. The experimental group engaged in gamified activities via Kahoot, Quizizz, and Wordwall, while the control group followed traditional instruction. Data from pre- and post-tests, questionnaires, classroom observations, and interviews showed significant improvements in motivation and vocabulary retention for the experimental group (p < .001). Qualitative findings indicated increased enjoyment, reduced anxiety, and increased engagement. Challenges included varying proficiency levels, technological limitations, and the potential overemphasis on competition. The study also suggests integrating discipline-specific content, such as architecture-related terminology, into gamified activities to enhance relevance and learning outcomes. Results suggest that online games can be an effective pedagogical tool when carefully integrated into vocabulary instruction.