Jerrie ZHANG
Waseda University
About
Jerrie is a PhD candidate at the Graduate School of International Culture and Communication Studies, Waseda University. She holds an M.A. in Applied Linguistics from the University of Melbourne as well as an M.A. in Psycholinguistics from Nagoya University. She completed her B.A. in Linguistics at Purdue University in two years. Her research areas include mobile-assisted language learning, second language acquisition, educational technology, and L2 writing assessment. Her current research focuses on the use of technology and gamification in L2 learning.Sessions
Presentation Cooperative, competitive, or individualistic learning? Exploring the impact of different gamified conditions on Japanese EFL learners’ achievement and motivation more
The role of digital technologies in language education has expanded considerably in recent years. Gamified language learning has been promoted as an innovative pedagogical approach, particularly for its potential to enhance learner motivation and engagement through interactive learning experiences. However, comparative analyses of different gamified learning conditions remain underexplored in empirical research, with none focusing on Japanese EFL learners. Grounded in social interdependence theory and sociocultural theory, this study explores the effectiveness of different social structures on students’ motivation and learning achievement in gamified contexts. Sixty Japanese undergraduate students participated in a 14-week intervention using Quizlet. Questionnaires and pre-posttests measured participants’ learning gains and motivation, while interviews further explored their perceptions of learning experiences. Preliminary findings suggest that students in the cooperative condition significantly outperformed their peers in the posttest and showed the highest motivational intensity. Since data analysis is ongoing, implications and additional findings will be presented at the conference. Aligning with JALTCALL’s theme, rather than treating gamification as an inherently effective approach, the study investigates the conditions under which gamified environments support or hinder sustained motivation and learning gains. This offers a balanced reflection on both the pedagogical potential and limitations of gamification in technology-enhanced language learning.