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Download Article PDFThis study aims to scrutinize the effects of gamified Turkish vocabulary teaching on vocabulary development, and motivation on learning words. A nested mixed-method experimental design (gamification-based vocabulary learning for the experimental group instructor-led vocabulary learning for the control group) and was conducted with 34 fourth-grade students. Data were collected using the Vocabulary Achievement Test (VAT) and the Vocabulary Learning Motivation Scale (VLMS), interview forms, diaries and activity notebooks, video recordings, and researchers’ diaries. Significant differences were found between the pretest and posttest scores of the gamification-based and instructor-led vocabulary learning groups measuring vocabulary achievements and motivation. There were considerable differences in favor of the experimental group between mean pretest and posttest scores of the experimental and control groups for vocabulary achievement, whereas no significant differences were found in terms of motivation. It was found that experimental group’s vocabulary achievement, awareness and competencies were improved; as well as their willingness and motivation to engage in vocabulary learning, use of previously unknown words, vocabulary development, and embracing of the gamification application and its components, and also showed indicators of intrinsic and extrinsic motivation. On the other hand, quantitative results of the control group were at acceptable levels, although their qualitative results were poorer in terms of generating themes and being able to evaluate learning progress. The study was concluded with recommendations for practitioners and future research.
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