Arab World English Journal (AWEJ) Special Issue on CALL Number 9. July 2023                     Pp.105-121
DOI: https://dx.doi.org/10.24093/awej/call9.7
Full Paper PDF

   Station Rotation with Gamification Approach to Increase Students’ Engagement in
Learning English Online

 Zhao Xiangze
Department of Science, Mathematics and Creative Multimedia Education
School of Education, Faculty of Social Sciences and Humanities
Universiti Teknologi Malaysia, Johor Bahru, Malaysia
&
Foreign Language Teaching and Research Office
Heilongjiang College of Construction
Corresponding Author: xiangze1981@graduate.utm.my

Zaleha Abdullah
Department of Science, Mathematics and Creative Multimedia Education
School of Education, Faculty of Social Sciences and Humanities
Universiti Teknologi Malaysia, Johor Bahru, Malaysia

Received: 03/14/2023             Accepted:06/21/2023              Published: 07/24/2023

Abstract:
Students in non-native English-speaking countries like China showed low engagement in English learning. To foster student engagement, educators have adopted different teaching strategies like Blended learning to improve the effectiveness of English classrooms. The station rotation model in the blended classroom has the potential to enhance students’ engagement. However, there is still a need to make learning more exciting to retain engagement, especially when the classes are conducted entirely online in a pandemic. The study aims to identify the effectiveness of the Station Rotation and a Gamification approach to improve students’ engagement in online learning English. Two research questions are involved in the study. 1) What features of the Station Rotation and a Gamification approach can be integrated into LMS to improve students’ engagement in English vocabulary learning? 2) What effect do the station rotation and gamification approach have on students’ engagement in English learning, including cognitive, emotional, and behavioural engagement? The methodology chosen is qualitative research with data triangulation using observation, self-report and interview. The findings revealed significant effects on improving students’ learning engagement in three dimensions, enhancing students’ interests, boosting motivation, and fostering engagement. The findings offered several implications and recommendations for further research and contributed to the literature by sharing practical ways to incorporate the Station Rotation and a Gamification approach.
Keywords: blended learning, gamification, station rotation, students’ engagement, English learning online

Cite as:  Xiangze, Z.& Abdullah, Z. (2023). Station Rotation with Gamification Approach to Increase Students’ Engagement in Learning English Online.  Arab World English Journal (AWEJ) Special Issue on CALL(9)105-121.
DOI:https://dx.doi.org/10.24093/awej/call9.7

References

Albiladi, W. S., & Alshareef, K. K. (2019). Blended Learning in English Teaching and Learning: A Review of the Current Literature. Journal of Language Teaching and Research, 10(2), 232. https://doi.org/10.17507/jltr.1002.03

Alotumi, M. (2021). EFL college junior and senior students’ self-regulated motivation for improving English speaking: A survey study. Heliyon, 7(4). https://doi.org/10.1016/j.heliyon.2021.e06664

Ayob, N. F. S., Halim, N. D. A., Zulkifli, N. N., Zaid, N. M., & Mokhtar, M. (2020). Overview of blended learning: The effect of station rotation model on students’ achievement. Journal of Critical Reviews, 7(6), 320–326. https://doi.org/10.31838/jcr.07.06.56

Baragash, R. S., & Al-Samarraie, H. (2018). Blended learning: Investigating the influence of engagement in multiple learning delivery modes on students’ performance. Telematics and Informatics, 35(7), 2082–2098. https://doi.org/10.1016/J.TELE.2018.07.010

Bergdahl, N., Nouri, J., & Fors, U. (2020). Disengagement, engagement and digital skills in technology-enhanced learning. Education and Information Technologies, 25(2), 957–983. https://doi.org/10.1007/s10639-019-09998-w

Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). Mapping research in student engagement and educational technology in higher education: a systematic evidence map. International Journal of Educational Technology in Higher Education, 17(1). https://doi.org/10.1186/s41239-019-0176-8

Tucker C. (2015). Create Small Learning Communities with the Station Rotation Model http://catlintucker.com/2015/07/creating-small-learning-communities-with-the-station-rotation-model/

Dindar, M., Ren, L., & Järvenoja, H. (2021). An experimental study on the effects of gamified cooperation and competition on English vocabulary learning. British Journal of Educational Technology, 52(1), 142–159. https://doi.org/10.1111/bjet.12977

Domínguez, A., Saenz-De-Navarrete, J., De-Marcos, L., Fernández-Sanz, L., Pagés, C., & Martínez-Herráiz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380–392. https://doi.org/10.1016/J.COMPEDU.2012.12.020

Filomena, F.  & Maria, R. (2015). Gamification and Learning : a Review Of issues and research. Journal of E-Learning and Knowledge Society, 11(3), 13–21. https://www.learntechlib.org/p/151920/

Firestone, W.A., (1993). Alternative arguments for generalizing from data as applied to qualitative research. Educational Researcher 22, 16–23.

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of educational research, 74(1), 59-109.

Fredricks, J. A., Filsecker, M., & Lawson, M. A. (2016). Student engagement, context, and adjustment: Addressing definitional, measurement, and methodological issues. Learning and Instruction, 43, 1–4. https://doi.org/10.1016/J.LEARNINSTRUC.2016.02.002

Fredricks, J. A., & McColskey, W. (2012). The measurement of student engagement: A comparative analysis of various methods and student self-report instruments. In Handbook of Research on Student Engagement (pp. 763–782). Springer US. https://doi.org/10.1007/978-1-4614-2018-7_37

Govender, T., & Arnedo-Moreno, J. (2020). A Survey on Gamification Elements in Mobile Language-Learning Applications. ACM International Conference Proceeding Series, 669–676. https://doi.org/10.1145/3434780.3436597

Govindaraj, A., & Silverajah, V. S. G. (2017). Blending flipped classroom and station rotation models in enhancing students’ learning of physics. ACM International Conference Proceeding Series, 73–78. https://doi.org/10.1145/3175536.3175543

Halverson, L. R., & Graham, C. R. (2019a). Learner engagement in blended learning environments: A conceptual framework. Online Learning Journal, 23(2). https://doi.org/10.24059/olj.v23i2.1481

Halverson, L. R., & Graham, C. R. (2019b). Learner engagement in blended learning environments: A conceptual framework. Online Learning Journal, 23(2), 145–178. https://doi.org/10.24059/olj.v23i2.1481

Hamida, N. (2021). Review of International Geographical Education the Effect of Station Rotation Online Model on Problem Solving Students Ability: a Case Study At Junior High School. The Effect of Station Rotation Online Model on Problem Solving Students Ability: A Case Study At Junior High School (Rigeo), 11(10), XXXX–XXXX. www.rigeo.org

Heilporn, G., Lakhal, S., & Bélisle, M. (2021). An examination of teachers’ strategies to foster student engagement in blended learning in higher education. International Journal of Educational Technology in Higher Education, 18(1). https://doi.org/10.1186/s41239-021-00260-3

Hew, K. F., Huang, B., Chu, K. W. S., & Chiu, D. K. W. (2016). Engaging Asian students through game mechanics: Findings from two experiment studies. Computers and Education, 92–93, 221–236. https://doi.org/10.1016/j.compedu.2015.10.010

Hishamuddin, M., Rahman, A., Ismail, I., & Panessai, Y. (2018). G AMIFICATION ELEMENTS AND THEIR IMPACTS ON TEACHING AND LEARNING – A REVIEW. 10(6), 37–46. https://doi.org/10.5121/ijma.2018.10604

Hsu, C. L. (2022). Applying cognitive evaluation theory to analyze the impact of gamification mechanics on user engagement in resource recycling. Information and Management, 59(2). https://doi.org/10.1016/j.im.2022.103602

Hu, X., & McGeown, S. (2020). Exploring the relationship between foreign language motivation and achievement among primary school students learning English in China. System, 89, 102199. https://doi.org/10.1016/J.SYSTEM.2020.102199

Huang, M., Kuang, F., & Ling, Y. (2022). EFL learners’ engagement in different activities of blended learning environment. Asian-Pacific Journal of Second and Foreign Language Education, 7(1). https://doi.org/10.1186/S40862-022-00136-7

Hutain, J., & Michinov, N. (2022). Improving student engagement during in-person classes by using functionalities of a digital learning environment. Computers & Education, 183, 104496. https://doi.org/10.1016/J.COMPEDU.2022.104496

Kearsley, G., & Shneiderman, B. (1999). Engagement Theory: A Framework for

Technology-based teaching and learning. Retrieved July 2003, from http://home.sprynet.com/~gkearsley/engage.htm

Lei, C., & Cai, Y. (2020). Learning vocabularies through WeChat: A case study of Chinese lower-proficiency students. ICCE 2020 – 28th International Conference on Computers in Education, Proceedings, 1, 552–557.

Leon, J., Medina-Garrido, E., & Núñez, J. L. (2017). Teaching quality in math class: The development of a scale and the analysis of its relationship with engagement and achievement. Frontiers in Psychology, 8(JUN), 1–14. https://doi.org/10.3389/fpsyg.2017.00895

Lİ, S. (2021). Measuring Cognitive Engagement: An Overview of Measurement Instruments and Techniques. International Journal of Psychology and Education Studies, 8(3), 63–76. https://doi.org/10.52380/ijpes.2021.8.3.239

Lim, S. (2015). A Blended Learning Case Study: The Application of Station Rotation Model in ELT Listening and Speaking Class at Phayao Pittayakhom School. International Conference on Language, Literature, Culture and Education, 129–141.

Made, I., & Skolastika, P. (2020). Boosting Students’ Participation Through the Implementation of Virtual Station Rotation Model. En-glish Language. Literature, and Teaching, 05(2), 51–58. https://doi.org/10.32528/ellite.v5i2.3721

Malissa, M. M. (2018). Technology and Language – What Works and What Does Not : A Meta-analysis of Blended Learning Research. The Journal of AsiaTEFL, 15(2), 365–382. https://doi.org/10.18823/asiatefl.2018.15.2.7.365

Manzano-León, A., Camacho-Lazarraga, P., Guerrero, M. A., Guerrero-Puerta, L., Aguilar-Parra, J. M., Trigueros, R., & Alias, A. (2021). Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education. 13, 2247. https://doi.org/10.3390/su13042247

Maxwell, C., & White, J. (2017). How 5 teachers are modifying the Station Rotation to fit students’ needs. Blended (R)Evolution, July, 6–32.

Meirovitz, T., Russak, S., & Zur, A. (2022). English as a foreign language teachers’ perceptions regarding their pedagogical-technological knowledge and its implementation in distance learning during COVID-19. Heliyon, 8(4), e09175. https://doi.org/10.1016/j.heliyon.2022.e09175

Mese, C., & Dursun, O. O. (2019). Effectiveness of gamification elements in blended learning environments. Turkish Online Journal of Distance Education, 20(3), 119–142. https://doi.org/10.17718/tojde.601914

Musa, N. N., & Fojkar, M. D. (2019). Correlation between students’ english listening skills, vocabulary skills and out-of-school listening exposure. New Educational Review, 55(1), 42–53. https://doi.org/10.15804/tner.2019.55.1.03

Nagel, B. D. (2010). Meta-Analysis : Is Blended Learning Most Effective ? The Journal, 9–11. http://thejournal.com/Articles/2009/07/01/Meta-Analysis-Is-Blended-Lea…%0Ahttps://thejournal.com/articles/2009/07/01/meta-analysis-is-blended-learning-most-effective.aspx

Rabiman, R., Nurtanto, M., & Kholifah, N. (2020). Design And Development E-Learning System By Learning Management System (LMS) In Vocational Education. INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH, 9, 1. www.ijstr.org

Rodrigues, L. F., Oliveira, A., & Rodrigues, H. (2019). Main gamification concepts: A systematic mapping study. Heliyon, 5(7), e01993. https://doi.org/10.1016/J.HELIYON.2019.E01993

Rymanova, I., Baryshnikov, N., & Grishaeva, A. (2015). E-course Based on the LMS Moodle for English Language Teaching: Development and Implementation of Results. Procedia – Social and Behavioral Sciences, 206, 236–240. https://doi.org/10.1016/J.SBSPRO.2015.10.016

Sahni, J. (2019). Does Blended Learning Enhance Student Engagement? Evidence from Higher Education. Journal of E-Learning and Higher Education, 2019, 1–14. https://doi.org/10.5171/2019.121518

Sailer, M., & Homner, L. (2020). The Gamification of Learning: a Meta-analysis. Educational Psychology Review, 32(1), 77–112. https://doi.org/10.1007/s10648-019-09498-w

Staker, H. C., & Horn, M. B. (2012). Classifying k-12 blended learning. Retrieved from Innosight Institute website www.innosightinstitute.org

Tian, L., & Zhou, Y. (2020). Learner engagement with automated feedback, peer feedback and teacher feedback in an online EFL writing context. System, 91, 102247. https://doi.org/10.1016/J.SYSTEM.2020.102247

Urh, M., Vukovic, G., Jereb, E., & Pintar, R. (2015). The Model for Introduction of Gamification into E-learning in Higher Education. Procedia – Social and Behavioral Sciences, 197, 388–397. https://doi.org/10.1016/J.SBSPRO.2015.07.154

Vasbieva, D. G., Klimova, I. I., Agibalova, E. L., Karzhanova, N. V., & Bírová, J. (2016). Enhancement of students’ vocabulary learning through a blended learning approach. Mathematics Education, 11(5), 1195–1203.

Wilson, C. (2002). Blended Learning Models & Platforms. Learning Circuits, 3(8), 50-59. https://www.purnima-valiathan.com/wp-content/uploads/2015/09/Blended-Learning-Models-2002-ASTD.pdf

Ying, Y. H., Siang, W. E. W., & Mohamad, M. (2021). The Challenges of Learning English Skills and the Integration of Social Media and Video Conferencing Tools to Help ESL Learners Coping with the Challenges during COVID-19 Pandemic: A Literature Review. Creative Education, 12(07), 1503–1516. https://doi.org/10.4236/ce.2021.127115