GAMIFIED TRAINING SESSIONS AS MEANS OF ENHANCING STUDENTS’ MOTIVATION IN LEARNING ENGLISH
Svitlana Tsymbal
National University of Life and Environmental Sciences of Ukraine
https://orcid.org/0000-0003-0652-369X
PDF 151-161

Keywords

motivation
ESL teaching/learning
gamified method
training sessions

How to Cite

Tsymbal, S. (2018) “GAMIFIED TRAINING SESSIONS AS MEANS OF ENHANCING STUDENTS’ MOTIVATION IN LEARNING ENGLISH”, PSYCHOLOGICAL JOURNAL, 17(7), pp. 151-161. doi: 10.31108/1.2018.7.17.10.

Abstract

Motivation is one of the vital factors in learning a language, the feelings and excitement offered by extra enthusiasm for students to learn a second language in a better way. For the past twenty years, teaching methods have been developed to enhance the students’ motivation with the purpose of improving their language skills.  Using games in ESL classroom is one of such methods supplementing the teaching-learning process. In this article, we examined how gamified method of teaching ESL may affect the attitude of university students towards the language and their level of motivation. The study was conducted to 112 freshmen of the National University of Life and Environmental Sciences of Ukraine. The design of this study was quantitative in nature that employed two questionnaires as a measuring instrument. The participants were required to answer all the items of the questionnaires, giving their own perceptions about 1) their experience of learning English and 2) their attitudes toward using games in learning English to boost their learning motivation. The obtained data revealed that using gamified training sessions was mostly successful in enhancing students’ motivation in learning English and the majority of students revealed positive attitudes to using games in language learning. Only 6% of students wrote in the descriptive questions that they did not build confidence and their level of interest in English learning remained low during the training sessions. It is very important that students mentioned that their level of motivation and confidence increased and they felt much more secure and safe. The total percentage of students who revealed increased motivation and confidence after Kahoot-based training sessions was 66%; 28% of students remained neutral and 6% of students wrote in the descriptive questions that they did not build confidence and their level of interest in English learning remained low during the training sessions. The fact that a vast majority of students revealed positive attitudes to using games in language learning suggests that this method could be of use when utilized systematically over the academic year. However, university teachers should try various approaches and strategies to create a supportive learning environment in the classroom where learners feel interested, safe and secure to set and pursue their learning goals. In our further research, we will try to investigate other methods of keeping students motivated and engaged in ESL learning.

 

PDF 151-161

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