Abstract

The present study investigated the effects of gamified grammar and vocabulary learning using Kahoot!, Quizizz, and Quizlet on learning performance, motivation, enjoyment, anxiety, and classroom dynamics and engagement in an English course. The investigation also involved the effects of gamified learning on gender, proficiency, and learning outcomes. Gamified learning was implemented for eight weeks, consisting of Cycle 1 (grammar) and Cycle 2 (vocabulary). Data were collected using survey questionnaires, grammar and vocabulary tests, and English proficiency tests. The results indicated high positive effects on the five survey constructs and significant increases were noted for learning motivation and classroom dynamics and engagement while reducing learning anxiety. The effects remained constant for female and male students, yet highlevel students would likely enjoy and be engaged more in gamified learning than low-level students. Despite these highly perceived effects, they were not significant predictors of students’ grammar learning outcomes. Only the degrees of students’ learning enjoyment and anxiety can help estimate students’ achievement in vocabulary learning.