A Mixed Method Study of Learner Motivation in Iran: The Impact of Duolingo and Kahoot in Gamified EFL Education
محورهای موضوعی : آموزش زبان انگلیسی
Abdolhamid Mohammadi
1
,
Shahram Afraz
2
,
Fazlolah Samimi
3
,
fatemeh Sadat alamdar
4
1 - Bandar Abbas University of Medical Sciences, Hormozgan Province, Iran
2 - Department of English Language, Qe.C., Islamic Azad University, Qeshm, Iran
3 - Department of English, BA.C., Islamic Azad University, Bandar-Abbas, Iran
4 - Department of Education, Ministry of Education, Hormozgan Province, Iran
کلید واژه: cultural resistance, educational technology, EFL learners, gamified learning, motivation, technological barriers,
چکیده مقاله :
During an era of digital education transformation, gamified learning platforms have come to the forefront because they can boost learners' motivation. This study investigates the impact of gamified platforms—Duolingo and Kahoot, particularly—on Iranian EFL learners' motivation levels and the challenges and best practices for integrating them into the Iranian education system. An explanatory mixed methods research design was utilized, starting with a quasi-experimental quantitative stage, and then a qualitative stage to explain and elaborate on the quantitative findings. In the quantitative stage, 120 Iranian EFL learners aged 18-35 from private language institutes in Bandar Abbas were allocated to experimental and control groups. Pre- and posttests were administered through the Oxford Quick Placement Test and Attitude/Motivation Test Battery (Gardner, 1985) to evaluate the changes in motivation. The outcome indicated a significant increase in the motivation scores of the experimental group, substantiating the effectiveness of gamified resources in increasing learner engagement. A qualitative phase consisted of semi-structured interviews and focus groups with 15 learners and 10 instructors to determine implementation challenges. Thematic analysis revealed five fundamental barriers: technological limitations, cultural resistance, lack of instructor training, curriculum alignment problems, and infrastructure restrictions. Despite the above-mentioned issues, participants emphasized the motivational power of gamified learning due to its interactive and enjoyable nature. Although the findings are context-specific and not widely generalizable, they provide valuable insights into gamified learning adoption in non-Western educational settings. This study contributes to the existing literature through context-sensitive gamification recommendations for EFL instruction and language education innovation.
During an era of digital education transformation, gamified learning platforms have come to the forefront because they can boost learners' motivation. This study investigates the impact of gamified platforms—Duolingo and Kahoot, particularly—on Iranian EFL learners' motivation levels and the challenges and best practices for integrating them into the Iranian education system. An explanatory mixed methods research design was utilized, starting with a quasi-experimental quantitative stage, and then a qualitative stage to explain and elaborate on the quantitative findings. In the quantitative stage, 120 Iranian EFL learners aged 18-35 from private language institutes in Bandar Abbas were allocated to experimental and control groups. Pre- and posttests were administered through the Oxford Quick Placement Test and Attitude/Motivation Test Battery (Gardner, 1985) to evaluate the changes in motivation. The outcome indicated a significant increase in the motivation scores of the experimental group, substantiating the effectiveness of gamified resources in increasing learner engagement. A qualitative phase consisted of semi-structured interviews and focus groups with 15 learners and 10 instructors to determine implementation challenges. Thematic analysis revealed five fundamental barriers: technological limitations, cultural resistance, lack of instructor training, curriculum alignment problems, and infrastructure restrictions. Despite the above-mentioned issues, participants emphasized the motivational power of gamified learning due to its interactive and enjoyable nature. Although the findings are context-specific and not widely generalizable, they provide valuable insights into gamified learning adoption in non-Western educational settings. This study contributes to the existing literature through context-sensitive gamification recommendations for EFL instruction and language education innovation.
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