The role of gamification in fostering inclusivity for Vietnamese adult EFL learners in continued education

Abstract

As adult learners may encounter various challenges and constraints in continued education, it is important to maintain their engagement and resilience in their academic pursuit. This article explores the role of gamification in fostering inclusivity for Vietnamese adult learners undertaking a second degree program in English linguistics. Drawing on a narrative frame and semi-structured interviews with nine professionals aged 22-47, the present study examined the impacts of incorporating gamified elements into an English grammar course. The findings highlighted that gamification effectively catered to the diverse learning needs and styles of adult learners, enhancing their confidence, engagement, and motivation while reducing anxiety. The collaborative nature of gamified activities promoted social connections and a community of practice. However, some learners experienced certain challenges in gamified environments concerning technical issues and their unfamiliarity with platform functionality. This study presents important implications for teachers and curriculum developers in employing gamification to provide a more inclusive and engaging environment for adult learners