İngilizce kelime öğreniminde etkinlik ve motivasyon açısından üç oyunsallaştırılmış öğrenci yanıt sisteminin oyuncu tipi perspektifiyle karşılaştırılması

The significance of vocabulary learning in ELT has been proven with a considerable amount of research; nevertheless, debates about the most effective approaches to vocabulary learning persist to this day. Gamification, which opened new horizons in various fields, took its place in language teaching in the form of Gamified Student Response Systems and Applications (GSRSA). The current study aimed to discover the effects of three GSRSA (Kahoot!, Quizizz, and Socrative) on students' achievement and motivation in vocabulary learning. Besides, the effects of player types on learners' achievement and motivation were studied qualitatively. "Explanatory sequential mixed method research design" (Creswell,2012) was adopted to collect and interpret data from 224 participants. The data collection procedure was completed with 176 participants in 16 intact classes. Qualitative data was collected from ten participants through face-to-face semi structured interviews. The results revealed that intervention groups' achievement scores were higher than control group's scores. However, the motivation figures of all groups indicated a negative trend. The differences among player types in three intervention groups highlighted the fact that one-for-all approach in GSRSA is required to be replaced with a more individualistic understanding. The success of gamification in vocabulary learning even when the motivation is decreasing imply that GSRSA should become a part of curriculum, course books, teacher training programmes, and in-service training for language teachers. Keywords: Gamification, Gamified student response systems and applications (GSRSA), English Language Teaching (ELT), Vocabulary learning, Player types