CC BY
2
УДК 372.881.1 DOI 10.20310/1810-231X-2023-22-4-86-91
Поступила в редакцию / Received 19.09.2023 Поступила после рецензирования и доработки / Revised 18.10.2023 Принята к публикации / Accepted 17.11.2023
original article
Investigating the efficacy of gamification in reducing language anxiety in adults: a case study
Aizhan S. Shynybekova H © , Khanysha Zhumagali © , Ainur Ye. Sartova ©
Zhetysu University named after I. Zhansugurov 187a I. Zhansugurova St., Taldykorgan 040000, Republic of Kazakhstan
h aizhan1574@ mail.ru
Abstract. The aim of this research is to analyze the level of language anxiety among adult students and evaluate the effectiveness of incorporating gamification elements into the language learning process. The primary objective is to address the pressing need to reduce language anxiety and enhance the overall educational experience for adults studying a foreign language. We employ a multi-phase research approach involving a small group of five participants with diverse educational and cultural backgrounds. These phases yield valuable insights into the nature of language anxiety and the impact of gamification integration on students' attitudes and success. The research findings confirm the prevalence of language anxiety among adult students and underscore the potential of gamification as a successful strategy for reducing it. The introduction of gamification elements fosters a positive educational environment, promoting engagement, the development of camaraderie, and resilience among participants. As a result, students exhibit higher motivation, reduced fear of making mistakes, and a more positive attitude toward the language learning process. Further research can delve deeper into the analysis of specific gamification methods and their long-term consequences, as well as explore the applicability of this approach in various language learning contexts. From a practical perspective, this work has the potential to revolutionize language education by breaking down language anxiety barriers and promoting a more engaging and effective learning experience. Ultimately, the primary contribution of this research lies in demonstrating that gamification can not only reduce language anxiety but also change students' attitudes toward errors and challenges, enriching their language learning journey and providing benefits to both educators and adult students.
Keywords: language anxiety; gamification in Education; self-efficacy; foreign language learning; educational psychology
There is no conflict of interest
For citation: Shynybekova A.S., Zhumagali K., Sartova A.Ye. Investigating the efficacy of gamification in reducing language anxiety in adults: a case study. Psychological-Pedagogical Journal "Gaudeamus", 2023, vol. 22, no. 4, pp. 86-91. DOI 10.20310/1810-231X-2023-22-4-86-91
© Shynybekova A.S., Zhumagali K., Sartova A.Ye., 2023
ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЙ ЖУРНАЛ «ГАУДЕАМУС». 2023. Т. 22. № 4. C. 86-91 RU http://journals.tsutmb.ru/gaudeamus/ / EN http://joumals.tsutmb.ru/gaudeamus-eng/
оригинальная статья
Исследование эффективности геймификации в уменьшении языковой тревожности у взрослых: кейс-стади
Шыныбекова Айжан Сахановна ® , Жумагали Каныша
Сартова Айнур Елубайкызы Ф
НАО «Жетысуский университет имени И. Жансугурова» 040000, Республика Казахстан, г. Талдыкорган, ул. И. Жансугурова, 187а
и aizhan1574@mail.ru
Аннотация. Цель данного исследования заключается в анализе уровня языковой тревожности среди взрослых студентов и оценке эффективности внедрения элементов геймификации в процесс обучения языку. Основной задачей является удовлетворение актуальной потребности в снижении языковой тревожности и улучшении общего образовательного опыта для взрослых, изучающих язык. Нами использован многоэтапный метод исследования для изучения небольшой группы из пяти участников с разным образовательным и культурным багажом. Эти этапы предоставляют ценные сведения о характере языковой тревожности и воздействии интеграции геймификации на мнения и успех учащихся. Результаты исследования подтверждают, что языковая тревожность распространена среди взрослых студентов, и подчеркивают потенциал геймификации в качестве успешной стратегии для ее снижения. Внедрение элементов геймификации способствует созданию положительной образовательной среды, активному взаимодействию, формированию дружеских отношений и развитию устойчивости среди участников. Как следствие, студенты проявляют более высокую мотивацию, уменьшают страх перед допущением ошибок и развивают более позитивное отношение к процессу изучения языка. Дальнейшие исследования могут быть направлены на более глубокий анализ конкретных методов геймификации и их долгосрочных последствий, а также на изучение возможности применения данного подхода в разнообразных контекстах обучения языку. С практической точки зрения данная работа имеет потенциал революционизировать процессы языкового образования путем преодоления барьеров языковой тревожности и содействия более интересному и эффективному обучению. В итоге основной вклад этого исследования заключается в демонстрации того, что геймификация способна не только снизить языковую тревожность, но и изменить отношение студентов к ошибкам и трудностям, обогатив их процесс изучения языка и принося пользу как преподавателям, так и самим взрослым студентам.
Ключевые слова: языковая тревожность; геймификация в образовании; самоэффективность; изучение иностранного языка; образовательная психология
Конфликт интересов отсутствует
Для цитирования: Shynybekova A.S., Zhumagali K., Sartova A.Ye. Investigating the efficacy of gamification in reducing language anxiety in adults: a case study // Психолого-педагогический журнал «Гаудеамус». 2023. Т. 22. № 4. С. 86-91. DOI 10.20310/1810-231X-2023-22-4-86-91
INTRODUCTION
Learning a new language has always presented significant challenges, particularly for adults. The intricacies of mastering a foreign language, coupled with time constraints and the apprehension of making errors, frequently result in language-related anxiety. Conversely, self-efficacy, which refers to one's belief in their capacity to achieve specific objectives, assumes a
pivotal role in determining the success of language acquisition. For adult learners of languages like Chinese, these psychological elements can exert a substantial influence on their learning journeys and overall achievements.
Throughout the years, educators and researchers have explored diverse strategies and methodologies aimed at enhancing the effectiveness and enjoyment of language
learning. One approach that has garnered noteworthy attention and approval is the incorporation of gamification elements into language education. Gamification entails the application of principles and mechanics commonly found in game design to non-game contexts, including the realm of education, with the intention of motivating and immersing learners. The overarching goal is to convert language learning into an engaging and gratifying experience.This research seeks to examine the impact of gamification elements on adult Chinese language learners, focusing on two crucial aspects: reducing language anxiety and enhancing self-efficacy. Language anxiety, characterized by feelings of unease or apprehension when faced with language learning tasks, has been identified as a significant barrier to effective language acquisition among adult learners [1]. On the other hand, self-efficacy has been found to be a reliable predictor of language learning success [2; 3]. By investigating how gamification affects these factors, this study aims to shed light on the potential benefits of incorporating gamified elements into adult Chinese language learning programs.
The significance of this study lies in its potential to address a pressing issue in language education - how to alleviate language anxiety and boost self-efficacy among adult learners. Adult language learners often juggle multiple responsibilities, which can amplify their anxieties related to language acquisition. Additionally, low self-efficacy can lead to reduced motivation and persistence in language learning efforts. If gamification elements are found to be effective in mitigating language anxiety and enhancing self-efficacy among adult Chinese language learners, it could have profound implications for language educators, curriculum designers, and learners themselves.
The study aims to investigate gamification's impact on reducing language anxiety and enhancing self-efficacy in adult Chinese language learners.
Theoretical Framework. Social Cognitive Theory, as developed by A. Bandura in 1986, emphasizes self-efficacy beliefs' role in shaping human behavior, which is crucial in language learning [4; 5]. Gamification elements, such as progress tracking and immediate feedback, align with self-efficacy principles, motivating learners
to invest effort. Self-Determination Theory by E. Deci and R. Ryan in 1985 focuses on intrinsic motivation and psychological needs fulfillment, indicating that gamification satisfies autonomy, competence, and relatedness, enhancing motivation and engagement [6; 7]. Transactional Model of Stress and Coping by R. Lazarus and S. Folkman in 1984 suggests that gamification reshapes learners' cognitive appraisals, reducing language anxiety and fostering a positive attitude towards language challenges [8; 9]. In summary, these theories underpin our exploration of gamification's impact on adult Chinese language learners, aiming to create a motivating and anxiety-reducing language learning environment.
METHODS
The research employs a comprehensive methodology specifically crafted to explore the influence of gamification elements on language anxiety and self-efficacy within a particular group of adult Chinese language learners. This methodology consists of three distinct phases: a thorough review of relevant literature, classroom observations, and a case study spanning a four-month duration.
Initially, an extensive review of existing literature is carried out to establish a strong theoretical foundation. This phase involves the examination of prior research on the use of gamification in language learning, as well as studies on language anxiety and self-efficacy.
Subsequently, a case study is conducted involving a group of five adult learners specializing in Translation Studies (English-Russian). These learners are in the process of acquiring Chinese as a second foreign language, despite having no prior exposure to the language. This multifaceted approach ensures a rigorous exploration of the research objectives and provides valuable insights into the effectiveness of gamification in addressing the psychological aspects affecting adult Chinese language learners.
RESULTS
The case study embarked on an extensive exploration, with the twin goals of uncovering the complex dimensions of language anxiety in adult learners and critically examining the potential of gamification elements as an
nCI/IXOnoro-nEflAron/NECKI/IM WyPHATI «rAyflEAMyC». 2023. T. 22. № 4. C. 86-91 RU http://journals.tsutmb.ru/gaudeamus/ / EN http://journals.tsutmb.ru/gaudeamus-eng/
effective solution to mitigate this common challenge. The study naturally evolved through four separate phases, each carefully designed to offer distinct insights through a combination of observations and interventions.
Phase 1: Initial Observations. In the initial phase, the classroom witnessed the vibrant enthusiasm of five participants as they wholeheartedly embarked on their linguistic journey. Their eagerness was unmistakable, and during the first week, they enthusiastically embraced classroom activities, showcasing their unwavering dedication. However, as the second week arrived, accompanied by a load of homework assignments, a subtle transformation occurred. Apprehension and concern began to overshadow the classroom's initial spirit, creating an atmosphere marked by uncertainty. As the third week drew to a close, the initial vitality had waned, giving way to a more subdued ambiance. Troubling indications of language anxiety became apparent, as hesitations and difficulties in reciting phrases emerged.
Phase 2: Introduction of Gamification. The second phase marked a period of significant transformation as gamification elements were introduced into the learning environment. A diverse array of activities, ranging from personalized greetings to language games such as "Zhao Zhao wo", became integral parts of the classroom experience. These initiatives yielded impressive results, not only infusing an exciting sense of camaraderie but also igniting a spirit of mutual support among the participants. Engagement reached unprecedented levels, reflecting the rise of their overall morale, now tinted with shades of optimism.
Phase 3: Reduction of Gamification. In the third phase of the study, a deliberate scaling back of gamification elements provided a moment for reflection. The positive atmosphere established during the gamified phase persisted, fostering a supportive environment among the group members. However, this phase was not devoid of its difficulties. Despite the diminishing language anxiety, a noticeable decline in self-efficacy began to emerge. The learning journey, while less burdened by anxiety, was now occasionally perceived through the lens of fatigue and weariness.
Phase 4: Reinforcement of Gamification. The concluding phase reintroduced gamification
elements, which had now been fine-tuned to perfection. Innovative activities, including watching cartoons featuring fundamental vocabulary and participating in lively word games, became integral to the classroom experience. Learners were urged to cherish every moment, take pleasure in their advancements, and regard errors as opportunities for personal growth. During this phase, a remarkable transformation occurred. The previously prevailing fear of making mistakes had vanished, giving way to a newfound sense of courage and resilience. The participants now embraced a perpetual state of high morale and enthusiasm, eagerly looking forward to each Chinese class with contagious zeal.
In summary, this multi-phased odyssey served as an intricate tapestry, weaving together the threads of language anxiety, gamification, and the evolving emotional landscape of adult learners. It not only illuminated the efficacy of gamification as a potent antidote to language anxiety but also unraveled the profound psychological transformation that participants underwent. This journey was a testament to the power of gamification in reshaping attitudes, fostering resilience, and nurturing a learning environment where language anxiety recedes, and the spirit of exploration soars.
DISCUSSION
The results of this case study offer valuable insights into the influence of language anxiety on adult learners and the role of gamification in alleviating this anxiety. Several key points can be discussed based on the observations and outcomes.
Age and Language Anxiety. The study affirms existing theories that language anxiety tends to be more prevalent among adult learners in comparison to younger learners. Adult learners often grapple with self-doubt, sensitivity to criticism, and a propensity to overanalyze, all of which contribute to anxiety in the language learning journey.
Gamification as a Mitigation Strategy. The introduction of gamification elements in the second phase had a beneficial impact on the participants. These elements fostered enjoyment, camaraderie, and motivation within the group, effectively reducing language anxiety. Gamifi-cation also proved to be a valuable tool for
sustaining engagement and sustaining interest in the language learning process.
Long-Term Effects of Gamification. In the third phase, despite a reduction in gamification elements, the positive atmosphere and support among participants persisted. However, there was a potential downside in the form of declining self-efficacy and an increased perception of the learning process as burdensome. This suggests the need for a balance between gamification and traditional teaching methods to maintain motivation and self-confidence.
Sustained Positive Impact. The final phase illustrated that gamification elements, when reintroduced and refined, can have a lasting impact. Participants not only overcame language anxiety but also developed a more positive attitude towards making mistakes, underscoring the importance of creating a safe and supportive learning environment.
CONCLUSION
Language anxiety poses a substantial hurdle for adult learners, often emanating from self-doubt, heightened susceptibility to critique, and an inclination to overly analyze their language
skills. The primary objective of this case study was to investigate the feasibility of confronting language anxiety and cultivating a constructive learning atmosphere by integrating gamification elements. The study encompassed four distinct phases, each contributing valuable insights into the intricacies of language anxiety and the potential of gamification as a remedial approach.
This case study reiterates the formidable nature of language anxiety encountered by adult learners and highlights the dynamic potential of gamification as a means to address this challenge. The findings emphasize that, when executed adeptly, gamification can establish a nurturing and enjoyable learning environment that not only alleviates language anxiety but also fosters a constructive attitude towards learning and embracing errors.
Furthermore, there is a call for further research to delve into the subtleties of gamification within the domain of language learning and to devise customized strategies that cater to the diverse requirements and preferences of learners. This ongoing exploration aims to harness the full potential of gamification, ultimately enhancing the language learning experience.
СПИСОК ЛИТЕРАТУРЫ / REFERENCES
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2. Bandura A. Self-Efficacy: The Exercise of Control. New York, W.H. Freeman and Company, 1997, 604 p.
3. Bandura A. Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 1977, 191 p.
4. Bandura A. Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall, 1977, 247 p.
5. Bandura A. Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ, Prentice-Hall, 1986, 617 p.
6. Ryan R.M., Deci E.L. Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. The Guilford Press, 2017, 756 p.
7. Ryan R.M., Deci E.L., Grolnick W.S. Autonomy, Relatedness, and the Self: Their Relation to Development and Psychopathology. In: Developmental Psychopathology: Theoretical and Methods. 1995, pp. 618-655.
8. Lazarus R.S., Folkman S. Stress, Appraisal, and Coping. Springer Publishing Company, 1984.
9. Lazarus R.S., Folkman S. Transactional theory and research on emotions and coping. European Journal of Personality, 1987, vol. 1, no. 3, pp. 141-169. DOI 10.1002/per.2410010304
ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЙ ЖУРНАЛ «ГАУДЕАМУС». 2023. Т. 22. № 4. C. 86-91 RU http://journals.tsutmb.ru/gaudeamus/ / EN http://journals.tsutmb.ru/gaudeamus-eng/
ИНФОРМАЦИЯ ОБ АВТОРАХ / INFORMATION ABOUT THE AUTHOR
Шыныбекова Айжан Сахановна - кандидат филологических наук, доцент образовательной программы иностранных языков и переводческого дела. Жетысуский университет имени И. Жансугурова, г. Талдыкорган, Республика Казахстан. Е-mail: aizhanl 574@mail.ru ORCID: https://orcid.org/0000-0002-6307-8345 Вклад в статью: подготовка проекта исследования, создание методологической основы.
Жумагали Каныша - магистр педагогических наук, преподаватель-лектор образовательной программы иностранных языков и переводческого дела. Жетысуский университет имени И. Жансугурова, г. Талдыкорган, Республика Казахстан. E-mail: khanysha.zhumagali@mail.ru ORCID: https://orcid.org/0000-0002-6175-3896 Вклад в статью: практическая реализация исследования.
Сартова Айнур Елубайкызы - магистр гуманитарных наук, докторант, преподаватель-лектор образовательной программы иностранных языков и переводческого дела. Жетысуский университет имени И. Жансугурова, г. Талдыкорган, Республика Казахстан. E-mail: ainur.sartova@gmail.com ORCID: https://orcid.org/0009-0000-6213-4889 Вклад в статью: анализ полученных результатов.
Aizhan S. Shynybekova - Candidate of Philology, Associate Professor of the Educational Program of Foreign Languages and Translation. Zhetysu University named after I. Zhansugurov, Taldykorgan, Republic of Kazakhstan.
E-mail: aizhanl 574@mail.ru ORCID: https://orcid.org/0000-0002-6307-8345 Contribution: study design preparation, methodological foundation establishment.
Khanysha Zhumagali - Master in Pedagogy, Teacher-Lecturer of the Educational Program of Foreign Languages and Translation. Zhetysu University named after I. Zhansugurov, Taldykorgan, Republic of Kazakhstan. E-mail: khanysha.zhumagali@mail.ru ORCID: https://orcid.org/0000-0002-6175-3896 Contribution: study practical implementation.
Ainur Ye. Sartova - Master in Humanities, Doctoral Student, Teacher-Lecturer of the Educational Program of Foreign Languages and Translation. Zhetysu University named after I. Zhansugurov, Taldykorgan, Republic of Kazakhstan.
E-mail: ainur.sartova@gmail.com
ORCID: https://orcid.org/0009-0000-6213-4889
Contribution: obtained results analysis.
