Game-Based Learning and TOEIC Vocabulary Building: ‎NNES Students’ Learning Attitudes and Motivations ‎

Chu-Chug Cheng


The purpose of this study was to investigate how incorporating a game-based learning website (i.e., Quizlet) into a First-Year English course might have any impact on non-native English speaking (NNES) students’ perceptions of English language learning and TOEIC vocabulary building. Specifically, it aimed to explore how students’ attitudes and motivations of English language learning and TOEIC vocabulary building might be significantly decreased or increased in such a game-based learning environment. Twenty-five non-English major students in a First-Year English course were recruited on a northeastern college campus in Taiwan. They were asked to fill in a post-course questionnaire regarding their own perceptions of English language learning, game-based learning, and TOEIC vocabulary building. Results indicated that most of the students in this study were insecure about their current English language proficiency and their ability to receive satisfactory grades in their own TOEIC exam. However, it seemed that many students held more positive attitudes towards using Quizlet to build up their TOEIC vocabulary, had higher motivation to learn TOEIC vocabulary, and expressed that they had much more confidence to get better grades in their TOEIC exam by means of this game-based learning website. It might be beneficial for NNES English instructors and educators to adopt game-based learning websites such as Quizlet to enhance their students’ learning motivations. Furthermore, this kind of game-based learning website might better prepare these students to ace their TOEIC exam and to have more self-confidence and positive outcomes in their lifelong English language learning.


game-based learning; TOEIC vocabulary; learning attitudes and ‎

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