Description
The increasing use of generative AI in language education has transformed the teaching of writing, particularly in areas such as feedback, revision, and text generation. However, relatively little attention has been given to the stage before writing, where learners often struggle to initiate tasks due to limited ideas, low confidence, and weak engagement. This study examines the role of gamified digital support in enhancing learners’ engagement in the pre-writing stage of EFL instruction.
A quasi-experimental mixed-methods design was employed with KET-level learners at a Vietnamese language center. A gamified digital tool was integrated into warm-up activities in the experimental group, while the control group followed the same curriculum without this support. Data were collected through writing pre-tests, post-tests, and delayed post-tests, along with a learner questionnaire and semi-structured interviews.
The results showed that the experimental group achieved greater improvement in writing performance and demonstrated more stable outcomes over time. Learners also reported increased participation, improved idea generation before writing, and reduced hesitation when starting writing tasks.
These findings suggest that, beyond AI-based writing tools, gamified digital support can play a meaningful role in enhancing pre-writing engagement and supporting more effective task participation in EFL classrooms.
Thông tin các tác giả
Trần Lê Khánh Phương: ThS., đang là Quản lý Học vụ tại Trung tâm Anh ngữ Nam Đô, 121A Trần Đại Nghĩa, Tân Tạo A, Tân Nhựt, Hồ Chí Minh, email: julietran0990@gmail.com
Từ khóa
generative AI; EFL writing; pre-writing engagement; gamified learning; learner engagement
