التحقيق في تأثير التلعيب من خلال التكنولوجيا على تعلم اللغة الثانية :دراسة حالة لطلاب المراهقين في مستوى A2 في مركز لغات خاص، البيضاء، ليبيا
DOI:
https://doi.org/10.58987/dujhss.v4i7.228الكلمات المفتاحية:
Gamification، learner engagement، Flow Theory، adolescent learnersالملخص
This quasi-experimental study examined the effects of gamification on grammar acquisition and learner engagement among A2-level ESL adolescents at a private language center in Al-Bayda, Libya. Grounded in Csikszentmihalyi’s (1990) Flow Theory and Fredricks et al.’s (2004) engagement framework, the study addressed how gamification influences grammar learning and the broader L2 learning process. Forty participants were divided equally into a control group receiving traditional instruction and an experimental group receiving gamified instruction via the Kahoot! Platform across three grammar lessons (present continuous, past continuous, and first conditional). Data were collected through pre- and post-tests and structured observation checklists. Quantitative analysis revealed that the experimental group outperformed the control group in post-tests for the past continuous and first conditional tenses, indicating a positive effect of gamification on grammar learning. Observational data showed heightened cognitive and emotional engagement in the experimental group, though with lower levels of overt verbal participation. These findings suggest that gamification in the Libyan EFL context fosters a “quiet flow” characterized by concentration and collaboration rather than overt performance. The study concludes that context-sensitive gamification can enhance grammar achievement and engagement when implemented through supportive, low-stress game dynamics.
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