teachers' perceptions towards vocabulary acquisition through gamification

Abstract

Increasing interest in improving vocabulary learning among young learners has led educators to explore innovative teaching strategies. One such approach is gamification, which involves the use of game elements to make learning more engaging and enjoyable. The integration of gamification in education has gained considerable attention for its potential to improve student engagement and learning outcomes. Nonetheless, the primary school teachers' views might differ based on their previous experiences, which affected how gamification was implemented and its effectiveness as a teaching strategy. This study aims to investigate and understand teachers’ perceptions of using gamification as a tool for vocabulary acquisition among fifth-year primary school pupils in Mila. It seeks also to uncover Teacher’ attitudes towards the effectiveness of gamification in enhancing vocabulary acquisition and the possible challenges thy face when implementing such a technique with fifth year primary School pupils. To meet those aims, the following research questions were raised: What are teachers’ perceptions towards vocabulary acquisition through gamification? And what are the challenges they face when implementing language games to teach vocabulary? To answer those questions, a mixed-methods approach was adopted. A questionnaire was distributed to 33 primary school teachers, and a semi-structured interview was conducted with 2 teachers to collect more in depth perspectives. The results indicated that most teachers view gamification positively, recognizing its role in enhancing motivation, participation, and vocabulary retention. However, some teachers expressed concerns regarding time constraints, the need for proper training, and the availability of resources. Overall, the study highlights the promising role of gamification in supporting vocabulary learning, provided that it is implemented thoughtfully and with sufficient support.