The Effects of Role-Playing Gamification on Business Vocabulary Learning and Motivation: A Study of CEFR-Based Language Learning Mobile Application for Thai Undergraduate Students
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| Title: | The Effects of Role-Playing Gamification on Business Vocabulary Learning and Motivation: A Study of CEFR-Based Language Learning Mobile Application for Thai Undergraduate Students |
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| Language: | English |
| Authors: | Supong Tangkiengsirisin, Pimsiri Taylor, Phromphat Thansirichaisree |
| Source: | LEARN Journal: Language Education and Acquisition Research Network. 2026 19(1):464-486. |
| Availability: | Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Role Playing, Gamification, Vocabulary Development, Business Education, English (Second Language), Second Language Learning, Telecommunications, Handheld Devices, Undergraduate Students, Game Based Learning, Foreign Countries, Program Effectiveness, Student Motivation |
| Geographic Terms: | Thailand |
| ISSN: | 2630-0672 2672-9431 |
| Abstract: | Role playing games and gamification contribute to enhanced vocabulary learning and increased learner motivation. Little research, however, examines these impacts of role-playing gamification amongst EFL learners practicing business English skills outside of class time. This study aims to investigate the effects of role-playing gamification on business vocabulary learning and motivation through a CEFR-based language learning application. The research participants were 21 Thai undergraduate students who autonomously played language learning games in the mobile application outside of class time for a duration of 4 weeks. Pre-post vocabulary test and intrinsic motivation inventory (IMI) questionnaire were used as main research instruments. Through quantitative data analysis, the paired t-test results showed significant improvement in participants' business vocabulary performance. Nonetheless, descriptive statistical analysis of questionnaire data showed moderate levels of motivation in all sub-scales (M<4). The results of this study suggest beneficial roles of role-playing gamification in out-of-class language learning. Implications on mobile application game design and motivation for language learning are also discussed. [Note: The publication year (2025) shown in the citation on the PDF is incorrect. The correct publication year is 2026.] |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508788 |
| Database: | ERIC |
| Abstract: | Role playing games and gamification contribute to enhanced vocabulary learning and increased learner motivation. Little research, however, examines these impacts of role-playing gamification amongst EFL learners practicing business English skills outside of class time. This study aims to investigate the effects of role-playing gamification on business vocabulary learning and motivation through a CEFR-based language learning application. The research participants were 21 Thai undergraduate students who autonomously played language learning games in the mobile application outside of class time for a duration of 4 weeks. Pre-post vocabulary test and intrinsic motivation inventory (IMI) questionnaire were used as main research instruments. Through quantitative data analysis, the paired t-test results showed significant improvement in participants' business vocabulary performance. Nonetheless, descriptive statistical analysis of questionnaire data showed moderate levels of motivation in all sub-scales (M<4). The results of this study suggest beneficial roles of role-playing gamification in out-of-class language learning. Implications on mobile application game design and motivation for language learning are also discussed. [Note: The publication year (2025) shown in the citation on the PDF is incorrect. The correct publication year is 2026.] |
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| ISSN: | 2630-0672 2672-9431 |
