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p-Index From 2021 - 2026
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All Journal GLENS: Global English Insights Journal
Nirwanto Maruf
Universitas Muhammadiyah Gresik, Indonesia
Education Languange, Linguistic, Communication & Media Social Sciences

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A Comparative Study of Two Game-Based Digital Platforms on Students’ Vocabulary Mastery in EFL Classrooms Etik Umayah; Nirwanto Maruf
GLENS: Global English Insights Journal Vol. 3 No. 2 (2026): GLENS, April 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i2.672

Abstract

Vocabulary mastery is essential for EFL learners because it supports comprehension, communication, and classroom participation. However, many vocational students struggle when vocabulary instruction relies on memorization and teacher explanation. This study investigated the effectiveness of Wordwall and Baamboozle in improving students’ vocabulary mastery and compared which platform produced stronger learning gains. It employed a quantitative quasi-experimental pre-test–post-test non-equivalent group design. The participants were 86 tenth-grade students from two intact classes at a vocational high school in Gresik, Indonesia: 43 students learned through Wordwall and 43 through Baamboozle across six sessions on jobs and professions vocabulary. Data were collected using vocabulary pre-tests and post-tests and analyzed through descriptive statistics, paired sample t-tests, an independent sample t-test, and effect size analysis. The results showed that both groups improved significantly, p < .001. Wordwall scores increased from 61.25 to 76.48, while Baamboozle scores increased from 60.87 to 80.36. Baamboozle produced significantly greater gains, t(84) = -4.17, p < .001, with very large effects. This study is limited by its single-school sample, short treatment period, and one vocabulary topic. The findings imply that EFL teachers should select game-based platforms based on interaction, retrieval practice, and instructional fit.
A Phenomenological Study of Motivational–Emotional Tension and Communicative Engagement in Competitive Gamified EFL Learning Rizkiy Mufida; Nirwanto Maruf
GLENS: Global English Insights Journal Vol. 3 No. 2 (2026): GLENS, April 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i2.676

Abstract

This study explores learners’ lived experiences of motivational-emotional tension in competitive gamified EFL learning and examines how this tension shapes their communicative engagement. A phenomenologically informed qualitative inquiry was conducted with 15 seventh-grade students from a junior high school in Gresik, East Java, Indonesia. Data were collected through semi-structured interviews, classroom observations, and student reflective notes and were analyzed using phenomenologically oriented thematic analysis supported by bracketing, repeated reading, coding, theme development, and cross-source triangulation. The analysis showed that learners experienced emotional fluctuation, social comparison, and differentiated responses to competitive pressure. These experiences shaped communicative engagement in three ways: motivational activation encouraged students to speak and participate, emotional pressure reduced verbal engagement through hesitation or silence, and learners' participation became selective depending on their confidence, anxiety, and perceived classroom position. The study contributes to EFL gamification research by showing that communicative engagement in competitive gamified learning is not a stable outcome of motivation alone, but a context-dependent process shaped by the interaction of motivational stimulation and emotional vulnerability. This study, therefore, recommends that gamified EFL instruction integrate emotional regulation, supportive feedback, and balanced competition alongside motivational incentives.
Co-Authors Etik Umayah Rizkiy Mufida