BACKGROUND OF THE STUDY

AUTHOR WHAT IT SAY CITATION

Wil (2023) Starting from the late 18th century, the spread of the English Wil. (2023, February 8).
language began to mingle with the rest of the world. First How English became the
through the British colonies, then for geopolitical global language. EF English
dominance, and now, the language has transformed the Live.
world paving the way to its evolution through interaction https://englishlive.ef.com/blo
with other languages, thus, creating varieties of its own g/english-in-the-real-world/e
accord. Today, there are over 350 million people who speak nglish-became-global-
English as a first language and approximately 430 million language/
people who are using and speaking English as a second
language.
Martin (2022) The United Nations 2030 agenda for sustainable Martin. (2022, November 4).
development marked the provision of quality education that Education - United Nations
aims to equip children and youths with the necessary and Sustainable Development.
relevant knowledge and skills, including technical or United Nations Sustainable
vocational, to ensure an inclusive, adaptive, and equitable Development.
quality education for all. https://www.un.org/sustainab
ledevelopment/education/
Haleem et al. (2022) The advancement in technologies could be an essential tool Haleem, A., Javaid, M.,
to achieve quality education as its existence provided a Qadri, M. A., & Suman, R.
paradigm shift in the educational system. Thus, envisioning (2022). Understanding the
technologies in a different light not just as a provider of role of digital technologies in
information, but also as a medium in which knowledge is education: A
created and transferred to every part of the globe, paving the review. Sustainable
way for the English language to become the international Operations and
lingua franca in establishing national and/or foreign relations Computers, 3, 275-285
of today’s world.
World Bank of During the pandemic, it discovered that there has been a 10 World Bank. 2019. Ending
Statistics (2019) percent point increase in the global learning poverty rate Learning Poverty: What Will
(LPR) in the regions of South Asia from 53% to 63% LPR, It Take? Washington, DC:
followed by Latin America with over 48% LPR and East World Bank.
Asia and Pacific Region with a total of 21% LPR. http://hdl.handle.net/10986/3
2553.
World Bank Group In the Philippines, they discovered that the country ranks World Bank Group. (2022).
(2022) 90.9% LPR among the ASEAN countries which is presumed The State of Global Learning
to reflect students’ poor learning performance. As the Poverty: 2022 Update. In
Department of Education aims to develop students’ literacy World Bank.
and reading comprehension skills to exhibit 21 st-centurysss https://www.worldbank.org/e
competence in the local, national, and international context, n/topic/education/publication
such findings became a major concern to the schools, /state-of-global-learning-
colleges, universities, and educational sectors in the country. poverty

VOCABULARY LEARNING
AUTHOR WHAT IT SAY CITATION
Moghadam, Zainal, and Vocabulary learning is crucial in learning a language Moghadam, S. H., Zainal, Z.,
Ghaderpour (2012) whether second or foreign. & Ghaderpour, M. (2012). A
review on the important role
of vocabulary knowledge in
reading comprehension
performance. Procedia-Social
and Behavioral Sciences, 66,
555-563.
Teng (2022) Vocabulary learning is the core component that bridges Teng, F. (2022). Vocabulary
receptive vocabulary knowledge to the five macro skills learning through videos:
available in the 21st century captions, advance-organizer
strategy, and their
combination. Computer
Assisted Language
Learning, 35(3), 518-550.
Calub and Calub (2017) Longer exposure to the target language could increase Calub, C. L., & Calub, F. L.
learners’ vocabulary level and wider their receptive (2017). Breadth of
vocabulary repertoire Productive Vocabulary
Knowledge of Pre-Service
Teachers: Basis for the
Proposed Intervention
Strategies in Vocabulary
 Enhancement. IAFOR
Journal of Language
Learning, 3(1), 34-51.
Daug (2013) A person who had a wide array of vocabularies could Daug, V. (2013). Be
maximize learners’ involvement in eliciting the five macro empowered through words.
skills that can help improve communication, The Modern Teacher, Vol.
comprehension, self-empowerment, and confidence. 62, p. 218

PROBLEMS TO KNOWN MATERIALS THAT SUPPORT VOCABULARY ENHANCEMENT

AUTHOR WHAT IT SAY CITATION
Nakata and Webb They discovered that though flashcards could be a Nakata, T., & Webb, S. (2016).
(2016) and Rahsamari medium for word retrieval and retention, their Vocabulary learning exercises:
(2016) capability to help ESL learners to generate words Evaluating a selection of exercises
and word sentences is limited. commonly featured in language
learning materials.
Dellar and Walkley That there is indeed a possibility of learning Dellar, H., & Walkley, A. (2016).
(2016b) lexical items without instruction but, such Teaching lexically: Principles and
processes will not help learners fully acquire the practice. (No Title).
word unless there is an underlying pedagogical
intervention as a medium for acquisition.
Sanosi (2018) Language learning has had its hardships as it was Sanosi, A. B. (2018). The effect of
found out that foreign and/or second language Quizlet on vocabulary acquisition.
learners in Iran, Oman, Los Angeles, and the Asian Journal of Education and
Philippines have developed fear and anxiety in eLearning, 6(4), 2321 – 2454.
using the language via oral and written activities
mainly due to lack of motivation, limited and/or
lack of receptive vocabulary knowledge in the
target language which became a problem to
language teachers as these attitudes pave way for
lower self-esteem and efficacy among the
learners. These hardships have been found to
hinder the capability of ESL/EFL learners to
participate and express themselves in language
classrooms.
Pascual, Dionisio, and It has taken its toll on the vocabulary learning and Pascual, L. C., Dionisio, G., & Ilustre,
Ilustre (2022) acquisition of second and/or foreign language R. (2022). Vocabulary Acquisition and
learners from primary, secondary, to tertiary Learning Strategies in Second
levels of education. Language Learning: A Review Paper.
International Journal of English
Language Studies, 4 (3), 58–62.
https://doi.org/10.32996/ijels.2022.4.3.9

GAME-BASED LEARNING TO AID VOCABULARY AND LANGUAGE TEACHING

AUTHOR WHAT IT SAY CITATION
Perez and Masegosa Gamification in education is a recent methodology that Perez, M. D. M. S., &
(2022) possesses all the aspects that can motivate and engage Masegosa, A. G. (2022).
users to do the tasks as it incorporates gamified elements Gamification as a teaching
of a point system, leveling up, leaderboards, and badges. resource for English-medium
He added that gamified approaches in language learning instruction and multilingual
could help ESL and EFL learners to eradicate boredom education at university.
and monotonous learning via the elements that motivate In Research Anthology on
and engages them. Bilingual and Multilingual
Education (pp. 930-949). IGI
Global.

Kaban and Karadeniz Using gamified learning environments benefited EFL/ESL Liman Kaban, A., &
(2021) learners by enhancing their English skills in listening, Karadeniz, S. (2021).
speaking, reading, and writing compared to traditional Children’s reading
learning environments. Therefore, it is important for comprehension and motivation
schools and teachers to adapt to students' needs by on screen versus on
providing dynamic learning materials and effectively paper. SAGE Open, 11(1),
conveying knowledge (Kaban and Karadeniz, 2021) 2158244020988849.
Almusharraf (2021) Gamification proved to be a valuable approach in offering Almusharraf, N. (2021).
such dynamic materials. It can serve as a tool for studying Incorporation of a game-based
and teaching as it provides a review and assessment of approach into the EFL online
students' progress (Almusharraf, 2021). As a result, it can classrooms: students'
 enhance students' English proficiency and foster a self- perceptions. Interactive
learning mindset. Learning Environments, 1-14.
Rodriguez (2018) In higher education, the traditional teaching approach Rodriguez, C. A. C. (2018).
involves a teacher-centered model where the teacher Gamificación en educación
imparts knowledge to passive students who absorb superior: experiencia
information without active participation. However, innovadora para motivar
modern educational trends emphasize the integration of estudiantes y dinamizar
methodologies that encourage student engagement and contenidos en el
active involvement in their own learning process. aula. EDUTEC. Revista
electrónica de tecnología
educativa, (63), 29-41.
Lozada & Betancur- Gamification is gaining popularity as a tool to motivate Lozada-Ávila, C., & Betancur-
Gomez (2017) students throughout their learning journey. A review of Gómez, S. (2017). La
previous research indicates that gamification serves to gamificación en la educación
capture students' attention and complements traditional superior: una revisión
teaching methods. This observation sparked an interest in sistemática. Revista
investigating how gamification has been utilized in Ingenierías Universidad de
university settings. Furthermore, it was determined that to Medellín, 16(31), 97-124.
comprehend its application in this context, a
comprehensive strategy encompassing various areas of
expertise related to collaborative language acquisition is
necessary.
Millis et al. (2017) Undoubtedly, games and specifically gamification have Millis, K., Forsyth, C.,
proven to be valuable teaching methods that invigorate Wallace, P., Graesser, A. C., &
and engage students throughout the learning process. Timmins, G. (2017). The
Moreover, gamification is recognized as a highly impact of game-like features
enjoyable and effective approach to language learning. on learning from an intelligent
There are several reasons that explain these outcomes, tutoring system. Technology,
such as incorporating entertaining elements that enhance knowledge and learning, 22, 1-
learners' interest and attention. Additionally, gamification 22.
helps alleviate anxiety and nervousness when using a
language different from their native tongue. Furthermore,
it has the power to inspire learners to adopt more effective
learning practices, indicating that learning English
through competitive activities is more fruitful than
studying in a non-gaming environment.
Gartner (2013) The emerging technologies and the ongoing rise of Gartner, G. S. (2013). Hype
gamification in educational contexts are redefining the Cycle for Emerging
connection, thus, decreasing the gap between people and Technologies maps out
machines. evolving relationship between
humans and machines. Press
Release, Stamford,
Connecticut (www. gartner.
com/newsroom/id/2575515).
Tomlinson (2017) From his work “The Complete Guide to Theory and Tomlinson, B. (2017b). The
Practice of Materials Development in Language Learning” Complete Guide to the Theory
added that what really concerns the teachers could be the and Practice of Materials
effect of the digital materials on learners as well as the Development for Language
quality of learning it could either provide, sustain, or Learning.
debunk depending on how it is used in the classroom. https://www.semanticscholar.o
Hence, the content and methodology of digital materials rg/paper/The-Complete-Guide-
must be carefully evaluated regardless of the mode of to-the-Theory-and-Practice-of-
delivery, medium, software updates, applications, TomlinsonMasuhara/
digitalized technologies, and some other concerns 53dc525b3528ce52e48ba4454
regarding whether gamified approaches could help 198715a4d0a1df3
provide quality in learning that traditional approaches
cannot achieve.
Tomlinson, and They reminded teachers and material developers that these Tomlinson, B., & Masuhara,
Masuhara (2018) technologies must only be seen as a tool and a supporting H. (2018). The complete guide
mechanism that supports language teaching and learning to the theory and practice of
and not the other way around. materials development for
language learning (7th ed.).
John Wiley & Sons, Inc.

GAMIFIED APPROACH TO VOCABULARY ACQUISITION

AUTHOR WHAT IT SAY CITATION
Maley (2013) Pointed out that learners must be engaged with the
 words being learned many times before it can be
acquired. He also added that these repeated
encounters must be contextualized to familiarize
themselves towards what it meant and how it is
usually used in a sentence. Thus, he proposed that
students must be engaged with words and word
meanings from games, stories, dictionaries, etc.
Sailer and Homner They pointed out that gamified platforms in
(2019) language learning could offer an immersive and
engaging environment to ESL learners as it was
discovered that their engagement to gamified
vocabulary learning strategies have demonstrated
a significant improvement in their vocabulary
acquisition compared to those who followed
traditional instruction methods.
Wang and Zheng (2021) Game-based learning is where the use of
interactive or non-digital games in the classroom
help improve learners’ awareness and skills.
Caponetto, Earp, & Ott Gamified approach has been used to in many
(2014) different areas of learning that supports learners’
attitudes, activities, and behaviors as it promotes
collaboration, autonomy, creativity, and retention
through exploratory approaches and features
displayed in non-gaming situations.
Jaca, Tumulak, and Utilizing 4 Pics 1 Word as a learning tool in
Boaquin (2023) Grade 10 Wisdom of Tuyan National High School
proved to help gain self-confidence and interest in
learning new words. Also, it helped improve their
analytical and comprehension skills thus, allowed
them to become more participative and engaged in
classroom discussions.
Abbot, (2019); further studies on gamification had ventured in
Thiagarajah et al. (2022) utilizing Kahoot! And card game to assess the
impacts of using a gamified approach in
vocabulary learning. The study then discovered
that learners who are engaged on gamified
activities through Kahoot! and card game
managed to remember and retain 13 out of 16
vocabulary terms which could be on par with
those participants who had learned the same
vocabulary terms through traditional exposures.
Smiderle et al (2020) They added that gamification had a significant
effect to learners’ performance as low
conscientious personalities in the control group
experiences a loss in accuracy across the semester
whereas such a problem did not occur with the
gamified group as it became the springboard for
introverted learners to be more engaged in
learning, thus, enhancing their vocabulary
repertoire.
Holman et al (2013) The incorporation of game mechanics to language
learning processes can help provide a productive
and fun learning experience for the language
learners.
GAMIFICATION AND ITS SIGNIFICANCE TO VOCABULARY ENHANCEMENT
AUTHOR WHAT IT SAY CITATION
Sailer, M., & Homner, L. (2019). The
Gamification of Learning: a Meta-
analysis.Educational Psychology
Review, 32(1), 77–112.
https://doi.org/10.1007/s10648-019-
09498-w
Wang, M., & Zheng, X. (2021). Using
game-based learning to support
learning science: A study with middle
school students. The Asia-Pacific
Education Researcher, 30, 167-176.
Caponetto, I., Earp, J., & Ott, M.
(2014, October). Gamification and
education: A literature review. In
European Conference on Games Based
Learning (Vol. 1, p. 50). Academic
Conferences International Limited.
Jaca, C. A. L., Tumulak III, B. M., &
Boaquin, V. V. (2023). Lived
Experiences Among Grade 10
Students in Playing 4 Pics 1 Word for
Vocabulary Learning. Randwick
International of Education and
Linguistics Science Journal, 4 (1), 20-
34.
https://doi.org/10.47175/rielsj.v4i1.641
Abbott, D. (2019). Game-based
learning for postgraduates: An
empirical study of an educational
game to teach research skills. Higher
Education Pedagogies, 4(1), 80-104
Thiagarajah, K., Ng, M. M., Jeyaraja,
S. S. B., Gunasehgaran, V., &
Maniam, M. (2022). Effectiveness of
gamification tool in teaching
vocabulary. International Journal of
Academic Research in Business and
Social Sciences, 12(9), 1046-1063.
Smiderle, R., Rigo, S. J., Marques, L.
B., Peçanha de Miranda Coelho, J. A.,
& Jaques, P. A. (2020). The impact of
gamification on students’ learning,
engagement and behavior based on
their personality traits. Smart Learning
Environments, 7(1), 1-11.
Holman, C., Aguilar, S., & Fishman,
B. (2013). GradeCraft: what can we
learn from a game-inspired learning
management system? Third
International Conference on Learning
Analytics and Knowledge, 2013, (pp.
260–264).
Vaibhav and Gupta Gamification in language learning could have a significant Vaibhav, A., & Gupta, P.
(2014) contribution to the success of EFL and ESL learners in (2014, December).
learning a language and has discovered that it could lessen Gamification of MOOCs for
the number of dropouts in schools as it was noted in the increasing user engagement.
provided statistics that 76% of the students claimed that In 2014 IEEE international
they have enjoyed doing gamified tasks, while 45% where conference on MOOC,
challenged and inspired, and the other 79% claimed that innovation and technology in
gamification have indeed improved their vocabulary education (MITE) (pp. 290-
knowledge. 295). IEEE.
Flores (2015) Flores (2015) discovered that gamification truly has a Figueroa Flores, J. F. (2015).
positive impact on the L2 learner’s personality, helping Using Gamification to
them to overcome shyness and become more motivated via Enhance Second Language
the embedded game elements and positive feedback it Learning. Digital Education
provides. Also, it was found out that gamification could Review, (27). Retrieved from
help enhance writing, reading, and speaking skills, and http://greav.ub.edu/der/
promote collaboration and interaction among students. She
also added that realizing its significance can inspire
language programs to let students take care of their own
education. Secondly, pedagogical experts and game
designers also backed up these findings, suggesting that
gamified instruction truly has a high potential for
effectiveness and may be integrated into the teaching and
learning process.
Koster (2015) Stated that gamification techniques can be a useful way to Koster, R. (2015). A theory
modify scientific simulations and procedures that are more of fun for game design (2nd
inspiring, interesting, and appealing to a larger range of ed.). O’Reilly Media.
users. For example, the development of FoldIt, a gamified
simulation, aims to predict the structure of proteins by
utilizing players’ intuitive abilities to solve puzzles and
encouraging both competitive and cooperative play to fold
the best proteins in a three-dimensional puzzle
environment.
Chen and Chen (2016) Using MAG (Multiple Annotation Glosses) in supporting Chen, H.-Y., & Chen, H.-C.
EFL teaching and learning proved to be beneficial as it (2016). The effectiveness of
resulted to higher learning performance, increased multimedia annotation
motivation, and have provided a more pleasurable setting glosses on vocabulary
based on the perceptions of EFL learners who have been learning and reading
exposed in its utilization. comprehension. Journal of
Educational Technology &
Society, 19(1), 352–365.
Lam & Tse (2022) Gamified learning approach should be highly recommended Lam, P., & Tse, A. (2022,
in language classrooms as it aims not only for active January). Gamification in
engagement but also because of its capability to aid learners everyday classrooms:
in their vocabulary retention, improving learners’ attitude Observations from schools in
and motivation while stabilizing their focus to their Hong Kong. In Frontiers in
language learning studies. Education (Vol. 6, p.
630666). Frontiers
Yildirim (2016) Gamification and gamification elements are believed to Yildirim, I. (2016).
elevated learners’ participation and engagement to language Development,
learning. implementation, and
evaluation of a gamification-
based curriculum for the
lesson of “Teaching
Principles and Methods”.
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dissertation). Department of
Educational Sciences,
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Turkey.
Gibson et al (2015) In the study “The use of digital badges in education” which Gibson, D., Ostashewski, N.,
has revealed that the integration of gamified elements in Flintoff, K., Grant, S., &
language learning has encouraged learners to develop Knight, E. (2015). Digital
positive attitudes towards learning. badges in education.
Education and Information
Technologies, 20, 403-410.

CHALLENGES TO GAMIFIED APPROACH IN VOCABULARY LEARNING

 AUTHOR WHAT IT SAY CITATION
Urh et al (2015) While gamification is recognized to include a significant Urh, M., Vukovic, G., &
impact on student motivation in general learning systems, Jereb, E. (2015). The model
research on its usefulness in higher education settings is for introduction of
varied and still unknown due to the intricate environment. gamification into e-learning
To add to this, the level of difficulty of study at the in higher
university is higher where students are more aware of the education. Procedia-Social
significance of the education they have chosen compared to and Behavioral
lesser levels of education. Sciences, 197, 388-397.
Panmei and Waluyo Using a digital application which is not actually customized Panmei, B., & Waluyo, B.
(2022) and related to vocabulary learning could hinder favorable (2023). The Pedagogical Use
outcomes compared to those who do not receive of Gamification in English
gamification intervention, despite the learning outcomes Vocabulary Training and
staying positive. Learning in Higher
Education. Education
Sciences, 13(1), 24.
Kotini and Tzelepi External and internal factors play a crucial role in the Kotini, I., & Tzelepi, S.
(2015) development of specific skills and stated that relying solely (2015). A gamification-based
on external motives of being fun and aesthetic could lead to framework for developing
boredom and loss of interest in learning over time, thus, learning activities of
suggesting that intrinsic motivation embedded in gamified computational
approaches in vocabulary learning must be emphasized for thinking. Gamification in
its long-term effectiveness in educational activities. education and business, 219-
252.
Alyaz & Genc (2016) Students who are exposed to gamified learning in mobile Alyaz, Y., & Genc, Z. S.
devices are more likely to be distracted by non-educational (2016). Digital game-based
games resulting to the incapability of completing assigned language learning in foreign
tasks. This result for over 120 ESL learners in Turkey to language teacher education.
spend too much time on non-educational games instead. Turkish Online Journal of
Distance Education.

Rachels and Rockinson- Using Duolingo resulted to no statistically significant Rachels, J. R., & Rockinson-
Szapkiw (2018) differences in vocabulary and grammar scores between Szapkiw, A. J. (2018). The
gamified treatment group and the control group effects of a mobile
(conventional classroom teaching of vocabulary). gamification app on
Moreover, utilizing Quizizz with the ESA (Engage, Study, elementary students’ Spanish
Activate) strategy was done to help students improve their achievement and self-
vocabulary knowledge. They discovered that the efficacy. Computer Assisted
experimental group performed better academically and Language Learning, 31(1-2),
enjoyed learning vocabulary than their counterpart who did 72-89.
not use Quizizz. However, due to technological constraints,
it only provides visual feedback and advanced questions at
a personal rate. Thus, it suggests that it does not
conclusively demonstrate the complement of using Quizizz
against conventional teaching techniques but rather
supports the findings of previous studies and literature that
stress the need of providing learners with training
opportunities, especially outside the classroom. Therefore,
these studies suggest that to reduce screen time and ensure
that students are completing their tasks, learning involving
games must be separated into several sessions.
Dicheva and Dichev There isn’t much thorough empirical research on Dicheva, D., & Dichev, C.
(2015) gamification in language learning environments as it has (2015, October).
only resulted in theoretical or exploratory investigations in Gamification in education:
various fields of interest. Additionally, conducting studies Where are we in 2015?. In E-
examining the contribution of gamified approaches to learn: World conference on
various languages and language skills is also important to E-learning in corporate,
improve the incorporation of digital game-based language government, healthcare, and
learning. Also, conducting a research study about its higher education (pp. 1445-
effectiveness and how it can help learners learn the 1454). Association for the
language both inside and outside the classroom. Advancement of Computing
in Education (AACE).
Vogt (2018) Pointed out that if digital materials are incorporated, Vogt, S. (2018). Middle
technical concerns such as lack of internet connectivity and school teachers' use and
software and hardware problems might develop which will perceptions of digital game-
have a detrimental impact on the process of teaching and based learning (Doctoral
learning in classrooms. dissertation, Walden
 University).

Li et al (2013) Also recognized other drawbacks of incorporating digital Li, Q., Lemieux, C.,
games into classes including time constraints in building, Vandermeiden, E., &
producing, and contextualizing games, costs, and common Nathoo, S. (2013). Are you
misalignment with the curriculum. Moreso, he stated three ready to teach secondary
primary reasons why game-based learning faces barriers mathematics in the 21st
such as incompatibility and/or limited enabling conditions, century? A study of
lack of awareness of its significance to language and preservice teachers’ digital
vocabulary learning, and limited known game applications game design
that can be utilized to fit language lessons and curriculums. experience. Journal of
Research on Technology in
Education, 45(4), 309-337.

DEVELOPMENT OF DIGITAL MATERIALS FOR THE ACQUISITION OF LANGUAGE

AUTHOR WHAT IT SAY CITATION
Ellis (2016) Stated that explicit knowledge through games play a crucial
role in the acquisition of L2 and the development of
implicit knowledge to the words presented among ESL/EFL
learners.
Nation (2013), pp. 353- The process of retrieving tends to strengthen and establish Nation, I. S.
354 vocabulary learning once a word has been noticed. He (2013). Teaching & learning
argues that using the words in varying contexts provides vocabulary. Boston: Heinle
elaboration to the lexical properties of the word. Thus, if Cengage Learning.
done gradually, from noticing to retrieval, to varied use and
elaboration, it could enhance vocabulary learning.
Ellis (2016) Materials to be developed and/or utilized must help learners Ellis, N. C. (2016). Salience,
to make use of explicit knowledge either through games and cognition, language
other reference materials to activate their implicit complexity, and complex
knowledge about the word and word meaning. adaptive systems. Studies in
second language
acquisition, 38(2), 341-351
Bardovi-Harlig and Developing materials must provide an input that could Bardovi-Harlig, K., &
Mossman (2016) activate rich and meaningful exposure which are consistent Mossman, S. (2016). Corpus-
to the target language. They added that using a corpus that based materials development
could be a useful guide in developing language-based for teaching and learning
materials which include the processes of selecting the pragmatic routines. SLA
appropriate corpus as basis for the material, identifying research and materials
word expressions, formulating examples used in varying development for language
contexts, then, preparing noticing and receptive activities learning, 250-278.
for word digestion.
Tomlinson (2016) Playing games could also be an effective approach in Tomlinson, B. (2016). The
developing materials for young learners as it could manifest importance of materials
rich and meaningful exposure to the target language via development for language
eliciting interest, motivation, and enjoyment that is learning. In Issues in
sufficient for effective cognitive and affective engagement materials development (pp.
while also promoting independent and autonomous learning 1-9). Brill.
for the acquisition of L2.
Tomlinson and Materials that are utilized for teenagers must enhance their Tomlinson, B. (2017b). The
Masuhara (2017) cognitive and affective levels through opportunities of Complete Guide to the
healthy competition among peers, self-fulfillment, and Theory and Practice of
individual support, if needed. Materials Development for
Language Learning.
https://www.semanticscholar.
org/paper/The-Complete-
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53dc525b3528ce52e48ba445
4198715a4d0a1df3

Tomlinson and Materials should be relevant, useful, rewarding, time Tomlinson, B., & Masuhara,
Masuhara (2018) saving, and must help young adult and adult learners to H. (2018). The complete
recognize and achieve self-discovery and fulfillment which guide to the theory and
could be helpful in their acquisition of the target language. practice of materials
They added that it must be contextualized to provide development for language
rapport which could then be a way to promote inclusivity learning (7th ed.). John
 that are partly or fully engaging in both cognitive and Wiley & Sons, Inc.
affective domains.
Tomlinson (2013) Tomlinson (2013b) added that effective utilization of digital Tomlinson, B., & Masuhara,
materials in second language acquisition must be: H. (2013). Adult
Rich and meaningfully exposed to language in use, coursebooks. ELT
Affectively and cognitively engaging, journal, 67(2), 233-249.
Facilitated by making use of mental resources such as
visual imaging to be used in communication,
Eliciting notice response on how L2 is used,
Contextualized to provide purposeful communication,
Encouraging, and must be
Focused on meaning.
Tomlinson and Tomlinson and Masuhara (2018) pointed out the basic Tomlinson, B., & Masuhara,
Masuhara (2018) requirements that teachers must consider in developing H. (2018). The complete
and/or utilizing a digital material such as its durability, guide to the theory and
linkages, choices, interactivity, mobility, and practice of materials
multifunctionality that could cater various conditions, development for language
attitudes, and learning styles and preferences. learning (7th ed.). John
Wiley & Sons, Inc.

Stoller and Robinson Stoller and Robinson (2014) recommended a sequence of Stoller, F. L., & Robinson,
(2014) procedures in developing a material such as: M. S. (2014). An
interdisciplinary textbook
Brainstorming the principles of language learning. project; charting the paths
Understanding the intended audience to set local standards. taken. In N. Harwood (Ed.),
Developers may choose a flexible framework to be utilized English language teaching
for drafting and evaluation using these characteristics. textbooks: Content,
It could be beneficial for co-workers/colleagues to view the consumption, production (pp.
materials individually before tryouts to get thorough 262–298). Basingstoke:
feedback. Palgrave Macmillan.
These comments might be taken into consideration when
the content is revised or altered.
After more testing, the content may be used with students
while getting their feedback on how it was received for
future revision.
It is crucial to evaluate the process used to generate
materials and make any necessary modifications that could
make it better.
Use the procedure to create initial versions of the unit
before testing batches of revised drafts on learner’s
representative of the intended audience.

PREPARATION, DEVELOPMENT, AND UTILIZATION OF LINGOLYMPICS

AUTHOR WHAT IT SAY CITATION
Campbell (2016) It is not surprising how most young learners like to take Campbell, J. P. (2016).
part in activities that expose and require them to use the Learning analytics: The next
target language. As such, the current educational system is generation of big data in
trying to hold upon the challenge of motivating the education. In M. Murphy &
youngsters to learn more productively while allowing them L. Carmody (Eds.), Big data
to discover and determine their unique learning preferences. and learning analytics in
The incorporation of gamification helped them to achieve higher education: Current
such a concern. As a result, students became more adept at theory and practice (pp. 1-
learning and in mastering new language skills both inside 14). Springer.
and outside of the classroom. In addition, students became
more competent in an interactive setting, thus, taking
ownership of their learning in various gamified activities.
Tomlinson and They stressed that young learners learn best when they are Tomlinson and Masuhara
Masuhara (2018) enjoying learning the vocabularies. They also added that, in (2018)
most cases, an immediate need to use the target language
does not matter so long as the materials that are to be used
prior diving into the depth of the lesson help develop
positive attitude in learning the target language as young
learners.
Tomlinson and In developing materials, certain vital points must be Tomlinson, B., & Masuhara,
Masuhara (2018) considered as teenagers commonly appreciate learning H. (2018). The complete
materials that are relevant, affectively, and cognitively guide to the theory and
engaging, meaningful, and useful to them and to their practice of materials
 language learning. development for language
learning (7th ed.). John
Wiley & Sons, Inc.
Diaz et al (2022) The majority of students had positive perceptions of the use Díaz, D. G., Pérez, M. J. S.,
of online gamification to review vocabulary as it enables Ramírez, E. R., & Aristega,
them to be autonomous and critical thinkers in a flexible J. M. (2022). Case Study:
learning environment set to them. Gamification as a strategy for
vocabulary learning in
university students. Ciencia
Latina Revista Científica
Multidisciplinar, 6(6), 7992-
8005.

Rivera and Garden The use of gamification as a strategy for vocabulary Rivera, E. S., & Garden, C.
(2021) learning and retention demonstrates more effective results L. P. (2021). Gamification
as it fosters social interaction, autonomy, and motivation for student engagement: a
among language learners. They added that even if teachers framework. Journal of further
focus on the learning outcomes of the new vocabularies, the and higher education, 45(7),
introduction and incorporation of gamification has the 999-1012
potential to improve other aspects of the learning
environment such as range, reading, motivation, and
attitudes of students in various situations and disciplines.
Turkay and Kinzer Utilizing a gamified learning instrument is not an easy task. Turkay, S., & Kinzer, C. K.
(2015) It requires adaptivity that considers the input of knowledge, (2015). The effects of avatar-
goals, objectives of the learning competency and the needs based customization on
of the learners seen and observed in language classrooms. player identification.
In Gamification: Concepts,
methodologies, tools, and
applications (pp. 247-272).
IGI Global.
Vaibhav and Gupta It should not only be concerned on relevance and the Vaibhav, A., & Gupta, P.
(2014) appropriacy of its contents but also to its overall aesthetic (2014, December).
presentation which could signal a more effective retention Gamification of MOOCs for
of learners with over 79% learning rate based on the group increasing user engagement.
who testified an improvement to their language learning. It In 2014 IEEE international
also highlights the need for careful instructional design and conference on MOOC,
appropriate scaffolding to ensure effective implementation innovation and technology in
of gamification in language learning contexts. education (MITE) (pp. 290-
295). IEEE.
Largo (2018) There is a need for teachers and the educational system to Largo, M. (2018).
accommodate and adapt to the growing changes in Development and validation
technologies, thus, finding new ways to increase of science instructional
interconnectedness and engagement among learners. materials using games in
grade 8, force, motion and
energy. Unpublished
Master's Thesis.
Mashable (2017) Gamification is a necessary step to provide the foreground Mashable. (2017, May 19).
for the changing world needs, thus, giving off new How gamification can
opportunities for the learners to be exposed to new ways of enhance learning.
language learning. http://mashable.com/category
/gamification/
York and William "Gaming was considered an authentic use of English, and York, J., & DeHaan, J. W.
deHaan J. (2018) students generally felt responsible for their own learning". (2018). A constructivist
It follows that effectively created DGs can be viewed as a approach to game-based
tool for encouraging students' vocabulary enhancement. In language learning: Student
other words, the desire to win the game motivates learners perceptions in a beginner-
to increase their vocabulary. Competition was seen by the level EFL
students as a key component of DGs that boosted their context. International Journal
drive to study. of Game-Based Learning
(IJGBL), 8(1), 19-40.

Khany and Khosravian The use of gamified approach to vocabulary learning could Khany, R., & Khosravian, F.
(2014) be utilized as a necessary vocabulary-reference and (2014). Iranian EFL
instrumental tool for the conduct of the current study as it Learners' Vocabulary
seems to be detrimental for vocabulary learning Development through
interventions to occur as insufficient vocabulary and word- Wikipedia. English
learning strategies could dampen language acquisition, Language Teaching, 7(7),
 enhancement, and comprehension which could lead to 57-67.
failure and a cycle of frustration among learners.

EVALUATION OF LINGOLYMPICS
AUTHOR WHAT IT SAY CITATION
Tomlinson and Certain criteria must be taken into consideration to ensure Tomlinson, B., & Masuhara,
Masuhara (2013) the quality of the created material which are as follows: H. (2013). Adult
The material must expose learners to rich, understandable, coursebooks. ELT
and meaningful context in language use. journal, 67(2), 233-249.
It must also engage the learners affectively and cognitively
not only to appease their psychological needs but also to
improve or develop communicative competence in
language classrooms.
It must also foster positive vibes and opportunities for
purposeful communication, that are encouraging and are
meaningfully aligned to what the learners are trying to
achieve.
Additionally, they added that when creating materials,
further considerations must take place regarding the amount
to which the resources can support teacher development as
well as learners’ and teachers’ opinions of its possible good
long-term efficacy in vocabulary language learning.
Tomlinson and It is crucial that materials be evaluated since pre, and post Tomlinson, B., & Masuhara,
Masuhara (2018) use analyses can precisely predict and measure the H. (2018). The complete
indications of potential effects on vocabulary learning. guide to the theory and
practice of materials
development for language
learning (7th ed.). John
Wiley & Sons, Inc.
Tomlinson (2016) Tomlinson (2016) also added that in developing and Tomlinson, B. (Ed.). (2016a).
utilizing digital materials for learning, these materials must SLA research and materials
be: development for language
learning. New York:
1. Accessed for free Routledge
2. Appropriate for learners with regards to age,
language proficiency, and appeal
3. Easy to navigate
4. Approved by the authority practiced by the teachers
in the field of English language teaching
5. Offer a quality education through experience
Offer appropriate approaches in line with the learners’
current thinking.
Ghosn (2013b) In evaluating materials, there are things that must be Ghosn, I.-K. (2013b).
considered such as: Language learning for young
learners. In B. Tomlinson
1. Tolerance of developmental errors (Ed.), Applied linguistics and
2. Repeated exposure to target language using words materials development (pp.
in context 61–74). London:
3. Exposure to stimulating and enriching environment Bloomsbury.
that is emotionally and personally relevant
Promotes affective and cognitive engagement
Tomlinson and They laid out the following objectives in using visuals: Tomlinson, B., & Masuhara,
Masuhara (2018) H. (2018). The complete
1. It provides context guide to the theory and
2. It shows procedures how to play the game practice of materials
3. It induces affective and cognitive responses development for language
4. Provokes thoughts and reactions learning (7th ed.). John
5. Achieved visual consistency Wiley & Sons, Inc.
Provides aesthetic experiences.
Hill (2013) He laid out a set of pre-use criteria in terms of visuals Hill, D., A. (2013). The visual
which are as follows: elements in EFL
coursebooks. In B. Tomlinson
1. To what extent are the materials attractive? (Ed.), Developing materials
2. To what extent are the materials likely to achieve for language teaching (2nd
impact in attracting learners’ attention? ed.) (pp. 157–166). London:
3. To what extent are the materials likely to be useful Bloomsbury.
 for language acquisition?
4. To what extent are the materials likely to help the
learners to make connections to the world they
know?
To what extent are the materials likely to help the learners
understand new experiences they are being introduced to?
Tomlinson (2013) He pointed out the following criteria for the development, Tomlinson, B., & Masuhara,
utilization, and evaluation of learning materials which H. (2013). Adult
include: coursebooks. ELT
journal, 67(2), 233-249.
1. Type and resources of the institution
2. Class size
3. Background, needs, and wants of the learners
4. Background, needs, and wants of the teachers
5. The language policies, syllabus, and objectives of
the course (World Literature)
6. Target examinations
7. Amount of external exposures to the target
language

In addition, he also laid out the following local criteria to be

used:

1. To what extent are the materials likely to interest

language learners?
2. To what extent are the materials likely to help language
learners acquire L2 through exposure with gamified
vocabulary?
3. To what extent are the materials likely to be acceptable
and relevant to the syllabus, language policies, and
objectives of the course?

Tomlinson (2013), Rasti Typical features of the classroom environment must be Tomlinson, B., & Masuhara,
and Tomlinson (2016) taken into consideration in developing and/or utilizing H. (2013). Adult
materials as it plays a crucial role that provides value to the coursebooks. ELT
material which could be potentially used by language journal, 67(2), 233-249.
teachers and/or developers in varying contexts and
circumstances. Such features include: Rasti, R., & Tomlinson, B.
(2016). How humanistic are
The type of institution and its resources the materials? Unpublished
Class size manuscript.
Background (needs and wants) of the learners and teachers
Language policies present in the institution
Syllabus and objectives of the course (world literature, in
our case)
Intensity and extent of teaching time
Target examination
Amount of external exposure to the target language (VLT)

As such, Tomlinson provides a set of local criteria as basis

for the utilization of the materials. This includes:

To what extent do the materials respect the learners as

individual beings?
To what extent do the materials encourage self-discovery
and autonomy to young and adult learners?
To what extent do the materials challenge the learners
cognitively and affectively?
To what extent do the materials help the learners to relate to
the word context to what is in their minds?
To what extent do the materials provide rich and
meaningful exposure to the target language in use?
To what extent do the materials provide opportunities for
better reading comprehension and communication?
To what extent do the materials likely to engage the
learners cognitively and affectively?
To what extent do the materials likely to be enjoyable to the
 learners?
To what extent do the materials likely to have a positive
impact on their interest and motivation to learn the target
L2?
To what extent do the materials likely to relate to the
linguistic needs of the learners?
To what extent do the materials likely to relate to the
academic needs of the learners?
To what extent do the materials likely to relate to the
personal needs of the learners?
Tomlinson and He added the following factors that contribute to the effects Tomlinson, B., & Masuhara,
Masuhara (2018) of layout in materials which include: H. (2018). The complete
guide to the theory and
1. Positioning practice of materials
2. Size development for language
3. Sequence learning (7th ed.). John
4. Use of space Wiley & Sons, Inc.
5. Overall balance between texts and visuals
6. Separation
7. Repetition of visual and layouting elements

In addition, he stated that good design of materials is more

likely to be:

1. Appealing
2. Aesthetic
3. Impactful
4. Functionally clear
5. Easy to use
6. Cost-effective

Appearance:

1. To what extent is the cover interesting and

appealing?
2. To what extent is the appearance potentially
attractive to learners from all backgrounds and
cultures?
3. To what extent does the book retain visual interest
and appeal throughout?
4. To what extent does the book give the appearance
of being up to date?

Functionality:

1. To what extent does the design provide

consistency in the use of design features (icons,
headings, labels, fonts)?
2. To what extent does the design provide variety?
3. Is the material portable?

They also recommended that in using visuals in developing

and/or utilizing materials, one must:

1. Collect impactful visuals

2. Invite colleagues, students, and friends to share
the visuals
3. Learn from effective use of visuals available
4. Incorporate visuals with utmost appropriacy
5. Consider the objectives of the activities in terms of
language acquisition and development
6. Know when and how to use visuals
Use the materials in accordance with the syllabus,
language policies, and objectives of the course.