THE UTILIZATION OF QUIZIZZ-MEDIATED VOCABULARY ACQUISITION TO BREAK THE LANGUAGE BARRIER AMONG RURAL STUDENTS: A MIXED METHOD STUDY BASED ON ARCS MODEL

Abstract

In learning English as a foreign language context, especially in rural areas, English is often perceived as an intimidating major. It leads to high affective filters, increased language anxiety, and lack of vocabulary retention among students. While potential solution exists by integrating digital gamification to cover these problems. However, there is significant concern in its efficacy in underserved areas with limited technological access and higher language barriers. This study aims to investigate the impact of Quizizz as a gamified tool rooted in Mobile-Assisted Language Learning (MALL) framework on students’ vocabulary acquisition. This study examines a total of 32 high school students in rural area as participant. Employing mixed-methods design, the study collected quantitative data through pre- and post-tests to measure cognitive gains, while qualitative data were obtained using questionnaire and classroom observations. As the quantitative data were analyzed through a paired-sample-t-test, the qualitative data were analyzed by using Keller’s ARCS Model of Motivation. This study concludes that utilizing MALL-based gamification gives significant impact on students’ vocabulary acquisition enhancement and also systematically break down the barriers that hinder the foreign language learning.