THE USE OF GAMIFIED TECHNOLOGY AND PAPER-BASED METHOD FOR TEACHING VOCABULARY IN FLIPPED CLASSROOM
Keywords:
teaching vocabulary, flipped classroom, paper-based method, secondary school, gamified technologyAbstract
The use of gamified technology and paper-based methods for teaching English vocabulary in a flipped classroom setting offers several benefits. Gamified technology makes learning interactive and enjoyable, while paper-based methods can be engaging and personalized. Both approaches can enhance retention, promote collaboration, and provide accessibility. Gamified technology offers immediate feedback, while paper-based methods are cost-effective. The choice between them depends on factors such as student preferences and learning objectives. Overall, both approaches can be effective in teaching vocabulary in a flipped classroom.
References
Ludwig, C. (2018). Using vocabulary apps to enhance students’ vocabulary knowledge. Studies in Self-Access Learning Journal, 9(3), 306–323. https://doi.org/10.37237/090305
Yue, N. (2017). Computer multimedia assisted English vocabulary teaching courseware. International Journal of Emerging Technologies in Learning, 12(12), 67–78. https://doi.org/10.3991/IJET.V12I12.7955
Landers, R. N. (2014). Developing a theory of gamifed learning: Linking serious games and gamifcation of learning. Simulation and Gaming, 45(6), 752–768. https://doi.org/10.1177/1046878114563660
Samieva Sayyora Ne’matovna, Mirkhasan Mirsaidov. (2023). DUOLINGO AS A MODERN EDUCATIONAL TECHNOLOGY IN THE TERMS OF TEACHING FOREIGN GRAMMAR. IQRO , 3(1), 384–388. Retrieved from https://wordlyknowledge.uz/index.php/iqro/article/view/1255
Rashid, R. A., Lim, S. S. L., Nordin, N. I. N., Salam, W. N. W., Wahab, N. A. A., & Ayub, A. (2019). Learners’ perceptions of a creative language game-based program. International Journal of Innovation, Creativity and Change, 7(9), 181–196
Pratiwi, D. I., & Waluyo, B. (2023). Autonomous learning and the use of digital technologies in online English classrooms in higher education. Contemporary Educational Technology. https://doi.org/10.30935/cedtech/13094
Marshall, H. W., & Kostka, I. (2020). Fostering teaching presence through the synchronous online fipped learning approach. Teaching English as a Second Language Electronic Journal, 24(2), 1–14.
Pratiwi, D. I., Ubaedillah, U., Puspitasari, A., & Arifanto, T. (2022). Flipped classroom in online speaking class at Indonesian university context. International Journal of Instruction, 15(2), 697–714. https://doi.org/10.29333/iji.2022.15238a
Anggoro, K. J., & Khasanah, U. (2022). A fipped classroom model to improve students’ online EFL. TESOL Journal, 13(1), e631. https://doi.org/10.1002/tesj.631
Egbert, J., Herman, D., & Lee, H. (2015). Flipped instruction in english language teacher education: A design–based study in a complex, open–ended learning environment. Teaching English as a Second Language Electronic Journal, 19(2), 1–23
