Abstract :
"This study investigated the employment of two game-based mobile technology applications and their impact on the motivation of EAP student learning in a UK setting from a socio-cultural perspective. It has also examined the relationship among student motivation, learning strategy use, and vocabulary acquisition in a technology-facilitated classroom. A considerable number of studies have been conducted on EAP vocabulary acquisition and mobile applications (Bicen and Kocakoyun, 2017), and researchers advocate the use of different applications in the classroom, yet, a firm effective pedagogy has not been established (Hubbard and Levy, 2006). The free applications, Quizlet and Kahoot!, were adopted to incorporate language-focused learning in combination with online learning activities (Moodle platform). The experiment was conducted in a UK EAP class over a 10-week period. Quizlet was used for vocabulary learning prior to other Moodle based EAP tasks. Students were given multiple-choice vocabulary Cloze tests of new words from the EAP textbook and online tasks using Kahoot!, a free game-based educational platform. Data was also collected using pre- and post-surveys from a class of 18 EAP students taught by an EAP tutor. The results of this study indicated that content-based vocabulary instruction using ICT is effective and improves the learners' academic performance in vocabulary acquisition. Moreover, questionnaires were thoroughly reviewed and uncovered that students felt they developed more autonomy and this enhanced their motivation for vocabulary learning. In view of this study, the presentation will report on the use of both applications along with a content management platform like Moodle and suggest example tasks and lesson plans that could be introduced in EAP classrooms for improving reading performance."
