TheEffectsofGamifiedInstructiononEnglishLearning
MotivationofJuniorMiddleSchoolStudents
HanZhao
Supervisor
ProfessorXueSijia
AThesisSubmittedin
PartialFulfillmentoftheRequirementsfortheDegreeof
M.A.inEnglish
COLLEGEOFTEACHEREDUCATION
SOUTHWESTUNIVERSITY
April,2024
Contents
ChapterOneIntroduction1
1.1Overview1
1.2Background2
1.3ResearchPurposesandSignificance4
1.3.1ResearchPurposes4
1.3.2ResearchSignificance5
1.4LayoutoftheThesis5
ChapterTwoLiteratureReview7
2.1Gamification7
2.1.1DefinitionofGamification7
2.1.2GamifiedinstructionandGame-basedLearning(GBL)8
2.1.3GameElements9
2.2Motivation12
2.2.1DefinitionofEnglishLearningMotivation13
2.2.2InstrumentalandIntegrativeOrientation14
2.3EffectsofGamificationonLearners’EnglishLearning
Motivation14
2.4ResearchGaps17
2.5TheoreticalFoundations18
2.5.1Self-determinationTheory18
2.5.2FlowTheory19
2.5.3Goal-settingTheory20
2.5.4DynamicsInducedbyGameElements21
ChapterThreeMethodology22
3.1ResearchQuestions22
3.2ResearchContext22
3.3Participants23
3.4ResearchInstruments23
3.4.1Questionnaire23
3.4.2ClassroomObservation25
3.4.3Interview26
3.5ResearchProcedures27
3.5.1Pre-experimentStage28
3.5.2ImplementationStage28
3.5.3Post-experimentStage29
3.6DataCollectionandAnalysis29
ChapterFourResults32
4.1TheImpactofGamifiedInstructiononStudents’EnglishLearning
Motivation32
4.1.1ComparativeAnalysis