ORCID
ORCID 0000-0002-6180-6919
Abstract
As interactive gamified platforms increasingly shape the current academic landscape, this perspective paper critically examines Quizizz’s contribution to English language learners’ vocabulary development. Drawing on Self-Determination Theory and Krashen’s Affective Filter Hypothesis, it analyzes how game elements—such as immediate feedback, point-based competition, and accessible design—satisfy learners' psychological needs for autonomy, competence, and relatedness, enhancing intrinsic motivation and reducing anxiety. Synthesizing insights from recent empirical studies and pedagogical practice, the paper demonstrates that Quizizz promotes both learner engagement and vocabulary retention. It also identifies gaps in the literature regarding cognitive depth, emotional engagement, and the sustainability of vocabulary gains. The discussion concludes with pedagogical recommendations and calls for future longitudinal and mixed-methods research to optimize gamification strategies in language education. This paper advances current scholarship by demonstrating how integrating gamified platforms like Quizizz within learner-centered pedagogical frameworks can promote intrinsic motivation, lower affective filters, and foster deeper vocabulary learning.
Recommended Citation
Dayag, Joseph Decena
(2025)
"Fostering Vocabulary Enhancement through Quizizz: A Perspective on Digital Gamification,"
Journal of English and Applied Linguistics: Vol. 4:
Iss.
1, Article 3.
DOI: https://doi.org/10.59588/2961-3094.1186
Available at:
https://animorepository.dlsu.edu.ph/jeal/vol4/iss1/3
