Enhancing L2 Learners’ Perceived Social Presence and Vocabulary Learning Grit: The Mobile Vocabulary Learning-Pal Gamification

Abstract

Vocabulary learning has been a challenge for second language (L2) learners, often due to its repetitive nature and the massive time investment it requires. To address these challenges, digital gamification features have been introduced to L2 learners and educators in higher education contexts to enhance the learning experience and foster learner grit. This study examined the impact of a mobile collaborative gamification feature, the learning-pal activity, on L2 vocabulary acquisition, focusing on learners’ vocabulary learning grit and perceived social presence. Using a quasi-experimental design, 100 L2 students from a Chinese university were divided into two groups: an experimental group (N = 62), which used the learning-pal feature within the Shanbay Danci (SBDC) app, and a control group (N = 38), which used the app without the collaborative feature. Employing a mixed-methods approach, the study found that participation in the learning-pal activity significantly improved learners’ vocabulary learning grit. However, the activity did not significantly enhance perceived social presence; notably, the experimental group reported lower levels of perceived social presence than the control group. These findings suggest that mobile collaborative gamification can effectively foster sustained vocabulary learning efforts but provide limited opportunities for social interaction during the vocabulary learning process.