Learning through Play: Students' Experiences with Educaplay in Vocabulary EFL Classrooms
DOI:
https://doi.org/10.57176/w9y9gf43Keywords:
educaplay, EFL students experiences, vocabulary learningAbstract
Vocabulary learning remains a significant challenge for many English as a Foreign Language (EFL) learners, particularly when instruction relies heavily on traditional memorization methods. As gamification has gained increasing attention in language education, platforms such as Educaplay offer opportunities to create more engaging vocabulary-learning experiences. This study explored students’ experiences of using Educaplay for vocabulary learning in Indonesian EFL classrooms. Employing a qualitative case study design, the study involved 56 secondary school students from two schools in Jember, East Java, Indonesia. Data were collected through open-ended questionnaires and semi-structured interviews and analyzed using thematic analysis. The findings revealed that students generally perceived Educaplay as enjoyable, accessible, and beneficial for vocabulary learning. Participants reported that the platform helped them remember vocabulary more easily through interactive and repetitive learning activities. The study also found that Educaplay enhanced students’ motivation and engagement by increasing their enthusiasm, classroom participation, and willingness to improve their performance through game-based features. However, several challenges were identified, including unstable internet connectivity, limited time allocation, and initial unfamiliarity with the platform. Overall, the findings suggest that Educaplay has considerable potential to support engaging and meaningful vocabulary instruction in EFL classrooms while highlighting the importance of adequate technological and instructional support for successful implementation.
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