Authors: Kebede Hiluf Tafere, Assistant Professor Anegagiregn Gashaw, Assistant Professor Dawit Amogne
Abstract: The main purpose of this research was to check the effects of gamificaton on EFL learners’ vocabulary achievement and classroom interaction. Quasi experimental was the research design used in this research and the method was mixed methods. It was conducted in 2025 at Korem secondary school, Ethiopia. As the study is quasi-experimental, non-equivalent design, 87 grade nine students: 45 as control group and 42 as experimental group participated. Thus, the experimental group learned vocabulary through gamification for two months while the control group attended the same lessons using the conventional method. The data was gathered using vocabulary tests, questionnaire, classroom observations and semi-structured interview. Paired sample t-test was applied to analyze the data collected through tests and questionnaire, and thematic analysis was used for the data obtained through observations and semi-structured interview. The mean variance, the p-value (p<0.05) and the data gained through observations and semi-structured interview indicated that the experimental group had significant higher levels of vocabulary retention and level of interaction compared to the control group. Thus, it is concluded that gamification significantly helps students to enhance their lexical competence and interaction.
DOI: http://doi.org/10.5281/zenodo.17017828
