Perceptions of Vocabulary Learning and Gamification among Fifth- and Sixth-Grade Students and English Teachers La Araucanía Region, Chile

Abstract

Gamification in English language teaching, particularly in vocabulary learning, has garnered increasing interest. By incorporating elements such as points, challenges, and competitions, gamification seeks to enhance motivation and engagement, thereby supporting memory and active words use more effectively than traditional methods alone. This study explored its impact among fifth- and sixth-grade EFL students in La Araucanía Region of Chile using a mixed-methods approach. Data were collected through two standardized questionnaires, the Vocabulary Learning Questionnaire (VLQ) and the Games in Learning English Vocabulary Questionnaire (GLEVQ), administered to 200 students, along with semi-structured interviews conducted with six English teachers. The quantitative results revealed a moderate positive correlation between gamification and vocabulary learning strategies such as encoding and rehearsal, suggesting that game-based activities can encourage learners to process and retain new words more effectively. Students who engaged more frequently in gamified learning tended to use memory-based strategies that support long-term retention. Qualitative findings indicated that teachers view gamification as an effective way to increase participation and motivation; however, they also emphasized that excessive use may reduce students’ intrinsic interest or create dependency on rewards. Overall, both students and teachers recognized that gamification is most effective when balanced with traditional methods, allowing for meaningful learning experiences that combine enjoyment, reflection, and sustained vocabulary development.