Gamification and L2 vocabulary learning: The Vocabox Experience in the Languages without Borders Program

Abstract

This study investigated a gamified vocabulary teaching and learning intervention, the  Vocabox Experience , which was implemented in the context of the Languages without Borders. The research was developed collaboratively among the English teachers and coordinators, with classroom data being collected with 32 students by twelve teachers and one coordinator. The data were collected using an observation grid during classes and conducting two focal discussion sessions, one with the students and one with the teachers who implemented the games in their classes. The qualitative results indicate that both teachers and students see the  Vocabox Experience as a significant learning opportunity, although teachers tend to see learning in a broader perspective while students tend to see it more as the memorization of new words. The quantitative data show that teachers preferred to use vocabulary games to warm up their classes and balanced both competition and collaboration elements when designing the games. As for the students, they showed more signs of engagement than disengagement, overall.