Open AccessTeachers’ Perceptions of using Gamification Apps in Teaching Speaking Skill to EFL Young Learners
Author(s) -
Nguyễn Thị Thanh Thủy,
Luu Nguyen Quoc Hung
Publication year - 2021
Publication title -
international journal of science and management studies
Language(s) - English
Resource type - Journals
ISSN - 2581-5946
DOI - 10.51386/25815946/ijsms-v4i5p108
Subject(s) - psychology , appropriation , perception , autonomy , mathematics education , learner autonomy , pedagogy , language education , philosophy , linguistics , comprehension approach , neuroscience , political science , law
Gamification is a concept that is commonly used in sectors such as education, information studies, human–computer interaction, and health. Recently, gamification apps have been widely used in teaching English in order to increase learners’ interests, engagement and joyfulness. In addition, there have been plenty of prior studies about the effectiveness of gamification in English education but there seemed to be little research about the correlation between gamification and teaching speaking skills. As a result of this, the current study investigated teachers' perspectives on the benefits and challenges of using gamification in teaching speaking skills to young learners. The study enlisted the help of 69 teachers. To explore teachers’ perceptions of gamifying apps, a questionnaire and a semi-structured interview were administered. The findings indicated that gamifying applications benefited teaching speaking to young learners in 4 stages: raising awareness, appropriation, autonomy and giving feedback. Still, there were some challenges involving external factors and teacher- related factors that must be considered and overcome when using gamification applications.