Fostering Intrinsic Motivation and Intercultural Writing Rhetoric Via Gamified Learning Platforms
Keywords:
Gamification, Intrinsic Motivation, Intercultural Rhetoric, EFL Writing, Self-Determination TheoryAbstract
This quasi-experimental study investigated the impact of gamified learning platforms on Vietnamese EFL learners' intrinsic motivation and intercultural writing rhetoric performance. Over an eight-week period, an experimental group (n=60) engaged with a gamified architecture via Classcraft and Kahoot, while a control group (n=60) followed standard process-based instruction. Quantitative data from pretests, posttests, and an adapted Intrinsic Motivation Inventory indicated that the gamified cohort achieved significantly higher scores across all motivational subscales and rhetorical dimensions, particularly in linear organization and cultural awareness. Stepwise regression confirmed that formative game performance strongly predicted final writing success. The study concludes that theory-driven gamification bridges psychological needs and advanced cognitive rhetoric in academic writing.
Unduhan
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