THE EFFECT OF DIGITAL GAME-BASED LEARNING USING QUIZLET ON EFL STUDENTS’ PERFORMANCE AND MOTIVATION
Keywords:
Digital game-based learning, Quizlet, EFL Learning, Learning performance, Learning motivationAbstract
This study examines the effectiveness of the digital game-based learning (DGBL) tool Quizlet in improving EFL students’ learning performance, investigate its impact on learning motivation, and determines how students’ motivation influences their learning outcomes while using Quizlet games. A quasi-experimental design was conducted in a Chinese higher vocational college with a sample of 67 from a population of 3,500. Throughout the 12-week experiment, the treatment group (n = 34) engaged with games on Quizlet, while the control group (n = 33) was taught using conventional methods. Quantitative data were gathered via a performance test and a 5-point Likert questionnaire measuring learning motivation. Following the use of Quizlet, the results of the independent samples t-test of the learning performance revealed significant differences in students’ total scores and other skills measured (p < .05), except for listening (p = .226), following the use of Quizlet. The treatment group also reported increased learning motivation towards the use of Quizlet. Furthermore, this study proved the positive impact of learning motivation on learning performance within this DGBL context, indicated bya relatively high R² value of .504. These findings highlight the effectiveness and importance of DGBL in EFL learning. Future research should increase sample diversity to assess generalizability, employ a mixed approach incorporating qualitative analyses and expand beyond the focus of the ARCS Model by integrating theories like Self-Determination Theory (SDT).
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