Abstract

Traditional vocabulary instruction in Japanese senior high school often favors rote memorization of word lists, translation drills, and vocabulary meanings that are artificial and lifeless. Consequently, the majority of the students have a rich English vocabulary reservoir, but typically underutilized in actual spoken communication. Hence, the purpose of this study is to evaluate the impact of gamified literary quizzes on vocabulary acquisition and student engagement in Japanese EFL classrooms. It adopts an embedded mixed-methods design in which quantitative data on vocabulary gains form the core, supported by qualitative data exploring learner experiences. The quantitative findings revealed that students in the experimental group—who engaged with gamified quizzes based on literary texts—had significantly higher gains in vocabulary and stronger long-term retention (t(71) = 6.23, p < .001; Cohen’s d = 1.45) of that vocabulary than their counterparts (control group) in the traditional instruction group. The qualitative component allowed for a comprehensive understanding of how and why this method of gamification in the classroom was effective. There was an increased level of motivation, enjoyment, and engagement reported by the students along with an increase in the rate of learning. These results affirm the effectiveness of integrating digital game elements into vocabulary instruction. For those designing curricula and making educational policy, this study emphasizes the necessity of training teachers in digital literacy, the modular inclusion of gamified vocabulary tools in textbooks, and the provision of open-access, gamified corpora (i.e., a large and structured set of texts and/or speech) that are aligned with national educational standards (e.g., MEXT in Japan).