Graduation Year
2021
Document Type
Dissertation
Degree
Ph.D.
Degree Name
Doctor of Philosophy (Ph.D.)
Degree Granting Department
Curriculum and Instruction
Major Professor
Glenn Smith, Ph.D.
Committee Member
Sanghoon Park, Ph.D.
Committee Member
Micheal Sherry, Ph.D.
Committee Member
David Lamb, Ph.D.
Keywords
Second Language Acquisition, English Language Learners, Technique Feature Analysis, English as a Second Language, Game-Based Learning
Abstract
International students usually find it challenging to adapt to English academic vocabulary (Park, 2019). The literature is interspersed with the use of a variety of technologies and technological tools to augment the knowledge of language learners regarding English academic vocabulary (Flemban, 2018). However, in this dissertation, interactive web-based e-books and two strategies to teach English academic vocabulary (gamification and collaborative responsive writing) is employed. Gamification is applying game mechanics in non-game related contexts (Groh, 2012). This study investigated the impact of these two strategies on the participants’ academic vocabulary achievement and motivation level. In so doing, interactive web-based e-books are used as the main platform to teach English academic vocabulary. The participants of this study were comprised of international students who were learning English at the college level in the United States. There were 45 participants. The participants were randomly assigned to two groups: one group learned English academic vocabulary with collaborative responsive writing (CREW) with the presence of gamification, and the other group was educated with the traditional classroom teaching methods. All participants were given an instructional material motivation survey after being exposed to the treatment Having collected the related data, a variety of statistical procedures were used to find out if there is a statistically significant difference between the two groups. MANOVA and ANOVA were used to find out if the material is motivational for the participants of the study. A pre-test and post-test were also used to collect the related data concerning the level of achievement of the participants. This analysis was used at the subcategory level of the ARCS model: attention, relevance, confidence, and satisfaction. The results of this study enrich the pertinent literature regarding the use of interactive web-based e- books, the role of gamification, and collaborative responsive writing (CREW) in learning English academic vocabulary and the factors that contribute to the participants’ motivation level.
Scholar Commons Citation
Alfahad, Rabea M., "Gamifying the CREW: Effects of Collaborative Responsive Writing Using Gamification, in Interactive Web-based E-books, on L2 International Students’ Motivation and Academic Vocabulary Achievement" (2021). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/9059
