The Effect of Gamified Flipped Classroom on Vocabulary Learning of Primary School Students in a Private School in Turkey: Students and Teachers’ Experiences

Abstract

Gamified flipped learning has become admired in language teaching and learning as a creative and effective way to improve student learning and encourage them to comprehend and process new knowledge. The purpose of this study was to investigate how a gamified flipped EFL classroom affected second-grade students’ vocabulary learning in a private Turkish school. The students were assigned into two groups: experimental and control. There were 20 participants in the experimental group, and 20 in the control group. Teacher reflective journals and structured student interviews were used in this study. Following the treatment of the experimental group, both the control and experimental groups were given a posttest. The results of this study’s experimental group posttest attempted to show that using gamified flipped classrooms improved the experimental group’s mean score, and also had a positive impact on students’ engagement, and increased their motivation toward learning in in-class gamified activities. The key findings of structured interviews were students wanted more interaction inside the videos. They also claimed that they liked the use of hands-on activities in online synchronous classes instead of having only instruction.