INVESTIGATING THE IMPACT OF GAMIFICATION ON TEACHING ENGLISH VOCABULARY TO UNDERGRADUATE STUDENTS IN LAHORE

Abstract

This thesis examines the impact of gamification on English vocabulary training for undergraduate students in Lahore. Gamification, integrating gaming elements into non-gaming environments, is increasingly popular for boosting student engagement and motivation. It creates an engaging learning environment, especially for language studies. The study used a mixed method, including a quasi-experimental design, comparing an experimental group exposed to gamification with a control group taught traditionally. The study aimed to evaluate vocabulary acquisition, retention, and overall language proficiency. The Dual Code Learning Theory and cultural considerations were also used to explain gamification's impact. Data collection included teacher feedback, pre- and post-tests, and demographic information, analyzed using descriptive and inferential statistics. Results showed the experimental group had higher vocabulary development and retention, enhancing overall language proficiency. The findings support active learning theories, showing that games like Scrabble and Word Bingo effectively aid language learning. The study emphasizes the importance of culturally inclusive gamified learning environments and the need for motivation and engagement in language learning. It suggests integrating gamification with traditional methods for unique and engaging learning experiences. The thesis concludes with recommendations for future research on gamification's long-term effects, comparing different techniques, and its effectiveness across various language skill levels. It also suggests incorporating multimodal learning and exploring gamification for specific vocabulary domains and other language skills. These findings will be valuable for educators and policymakers seeking innovative methods to improve undergraduate students' vocabulary acquisition and language skills.