7.Live

This mode lets students play in teams and compete in answering different questions.

Each of these modes can be applied to an already created Study Set that includes all the terms and relevant definitions or translations. A teacher can create Study Set from scratch or can use one of 150 million already created by other users Study Set.

- How accessible is it?

Quizizz is accessible in a form of:

Web-site

IOS app

Android app

- What year was it published? Is it updated?

Constantly updating

- What age group is it aimed at?

Students of all age

- What is the source language?

Users can choose from: English, Spanish, Polish, French, Dutch, Russian, Italian, Portuguese, Turkish

- What skill is practised?

Language skills which can be practised with Quizlet:

• Vocabulary

As we already mentioned before, Quizlet is an online tool that specifically helps students to learn vocabulary. Matching, written, multiple choice and true/false questions are the main types of gamified exercises provided by Quizlet for vocabulary learning.

5. Wordwall

Wordwall allows a teacher to create different kinds of activities for practising vocabulary and grammar. There are also several tools which can be used to set up speaking or writing activities, but they have no game elements. There are hundreds of existing activities that can be used. There is also a possibility to create an activity from scratch.

Wordwall provides a great number of templates which can be used for creating an activity that can be used in ESL classroom. Such as:

Match up, Random wheel, Quiz, Open the box, Whack-a-mole, Balloon pop, Group sort, Find the match, Anagram, Crossword, Wordsearch, Airplane, Maze chase, Gameshow quiz, Labelled diagram, True or false, Random cards, Seating plan

We are taking a closer look at two activities that can be used for practising grammar and vocabulary skills.

Such activity as Match up can be useful for vocabulary practice. Teacher types in the list of target vocabulary and adds definitions to each word. Pictures can be also added. Student gets definitions and words all mixed up and needs to match the right words with the right definitions. The time is limited and for each right match, a student gets a point. After the task is done, the student gets feedback and can add his or her result on the leader board.

An activity called Quiz can be used for grammar practice. This activity works the same way Kahoot's Quiz works. A teacher can add any type of exercises but only in the form of a closed question. The time is also limited in this type of activity and for each right answer, a student gets a point. After the quiz is done, the student gets feedback and can add his or her result on the leader board.

- How accessible is it?

Quizizz is accessible in a form of:

Web-site only

- What year was it published? Is it updated?

Constantly updating

- What age group is it aimed at?

Students of all age

- What is the source language?

Users can choose from: English, Spanish, Polish, French, Dutch, Russian, Italian, Swedish, Serbian

- What skill is practised?

Language skills which can be practiced with Wordwall:

• Grammar

Using Wordwall learners can practice English grammar using such type of exercises as error correction; filling the gaps; rewriting the sentence; sentence combining; but only in the form of closed questions.

• Vocabulary

Wordwall has a lot of templates which can be used for such exercises as complete the gaps; categories; match the words and the pictures; odd one out; choose the correct word; words that go together; word building; match the words with the definitions, but also only in the form of closed questions, so that students will always have several possible variants for an answer.



	ICT APPS
	Kahoot	Socrative	Quizizz	Quizlet	Wordwall
Game-elements	Levels
	Points	+			+	+
	Badges			+	+
	Laederboard	+	+	+		+
	Prizes and rewards			+
	Progress bars	+		+	+	+
	Feedback	+	+	+	+	+
	Other		memes
Language skills	Speaking
	Writing
	Reading		+
	Listening		+
	Grammar	+	+	+		+
	Vocabulary	+	+	+	+	+

3.3 Gamification in ESL classroom

By analysing digital tools that can be applied to the learning process in order to help educators in creating gamified experience for their students, we also got a better understanding of the way game elements work in educational activities. However, not every teacher can use such tools during the class for many different reasons and not every school is equipped good enough to give teachers this opportunity. This is the reason why having alternative gamified activities which can be used offline is important. Based on the knowledge that we got, we created examples of offline gamified exercises for ESL learners which can be used to practice different language skill.In order to do so we used the model presented by Figueroa (2015).

• Target audience and the context

Students of 8^th grade. There is a lack of motivation. Not all of the students have the same level of language knowledge

• Learning objectives

Students should learn the vocabulary for health and fitness and know how to use present simple with since/for.

• Experience and recourses

Vocabulary and grammar exercises.

• Gamification elements

Levels, progress bar, points

On the board teacher places a big progress bar. It should be a long bar and something that can be moved along it, so that it can represent the progress. Teacher should tell students that their common goal for the lesson is to reach the end of the progress bar and in order to do so they should be active during the class and be able to do all of the planed exercised. During the lesson teacher should show students the progress of the lesson by this progress bar. Progress bar is also moving when students get points, so by earning individual points students are not only getting a better position on the leaderboard, but also helping the whole class to achieve the goal.

Activity №1

The first activity of the lesson should be presented as a first level vocabulary exercise.

Presenting new vocabulary

Materials: paper points, handouts with new words, dictionaries

Dynamic: whole class

Procedure:

1. Distribute handouts to students, where first column is a new word and the second column is blank. Also make sure that each student has a dictionary.

2. Student are supposed to compete in order to find out who will be the first one to translate each word. The first student to do so gets a point.

Target words from the handout: junk food, physical exercises, fizzy drinks, stress, fresh fruits/vegetables, vitamins, running, relaxing, worrying, caffeine.

Each earned point is added to the leaderboard on the class board.

Activity №2

First students to complete the task can go to the next optional level. If they able to complete the optional level before other students finish the first level, selected students will get additional points on the leaderboard.

Materials: handouts with target vocabulary, paper points

Dynamic: selected students

1.Students aresupposed to complete the text with the words from the previous exercise.

Parents always want their kids to eat more ____________. The main reason is that they contain a lot of __________. However, not all kids are fond of _________. Most of them would prefer eating _________ instead.

Activity №3

This is the second level for the whole class. For this activity students won't get any points, but they should do it in order to get to the next level and keep the progress bar moving.

Materials: handouts

Dynamic: pairs

Students work in pairs and take turns. They should ask and answer the questions.

1.What do you do to keep fit and healthy?

2.Do you do anything which is not healthy?

Activity №4

Presenting new grammar

Materials: none

Dynamic: whole class

Procedure:

Two sentences are written on the board

A) I've done judo since 2016

B) He's played for Spartak for three years.

Students should answer the questions about these sentences

1 When did the person in A start doing judo?

4 Is the person still doing judo now?

5 When did the speaker in B start playing for Spartak?

6 Does the person still play for Spartak?

After students answered all of the questions, teacher revises the rules of present perfect with the students and showing affirmative, negative and question sentences with present perfect and also reminds how to use contractions with present perfect. After that, teacher speaks about the way students can use for and since when using present perfect tense.

Activity №5

Core activity

Materials: 2 types of cards

Dynamic: whole class

Procedure:

This is the first level grammar activity for the students. On the board students can see a list of phrases (three weeks/months/years, an hour or two, 2017, last night ages, a long time, 5 p. m., Sunday, I left university, I was a child, he was 6, several hours, yesterday, I was little, 1997, four years). In order to finish the level, they should get to the end of the list. They can do so by lifting up a correct card. For example, if students think that this phrase should be used with for, they lift up black card, but if they think that it should be used with since, they should use white card. The phrase is complete, when every single student lifted up the right card and then teacher will move on to the next on.

Activity №6

Core activity

Materials: handouts

Dynamic: whole class

Procedure:

This is the second grammar level for the students. Students get the list of sentences. They are supposed to underline correct alternative.

1. I haven't drunk water for/since three hours.

2. We've been at the stadium for/since 12 o'clock.

3. I didn't go/haven't been to a gym for/since 2017

4. Have you had your football boots for/since more than a month?

5. He's become much healthier for/since he stopped eating fast food every day.

6. I have been waiting for this match for/since April.

7. Have/Did you heard anything from Jason for/since he left the team?

8. I haven't been swimming for/since years.

9. She's got way fitter for/since she started doing physical exercises.

Activity №7

Core activity

Materials: handouts

Dynamic: whole class

Procedure:

This is the third grammar level for the students. Students should complete the sentences from their handouts with for and since and put the verbs in brackets into the correct form of the present prefect.

1. I've played in this team _______ 2014. I_______ (join) them, because they were the best in town.

2. He_______(win) the championship in July, so he _______ (be) a National Champion _______ 3 months now.

3. I've been on the diet _______ I_______ (find out) about my disease.

4. They _______(start) playing tennis each Sunday _______they were 10.

5. She_______(stop) drinking coffee _______she _______ (try) green tea.

6. They _______(run) every morning _______three months now.

7. She_______ (not see) the coach_______ he _______(start) working with another team.

Activity №8

First students to complete the task can go to the next optional level. If they able to complete the optional level before other students finish the first level, selected students will get additional points on the leaderboard.

Materials: handouts, paper points

Dynamic: selected students

Students are supposed to write sentences using prompts and use present perfect with for/since.

1. I / play / soccer / four months

2. We / not drink / fizzy drinks / 2018

3. I / want / to be a professional player / I was child

4. They / not score / a single goal / the beginning of the match

5. She / not be / to the gym / a long time

6. Jane / be a gymnast / more than seven years

Activity №9

Core activity

Materials: handouts

Dynamic: whole class, paper points

Procedure:

This is the last grammar level for the students. Students are supposed to find and correct mistakes in the sentences. There are two sentences without any mistakes.

1. Anna has been trying to get into the team since she was 14.

2. I didn't been eating healthy for 2 weeks when we were in Italy.

3. I've been a basketball fan for 2002.

4. He's known John since the last summer, when they met in the sport camp.

5. They have been competing with each other for they were children.

6. I been playing in these boots since September.

The first student to complete the task correctly will get his or her individual point.

This set of tasks was created using Figueroa's model and it has a specific target group and a goal for this target group. It can serve as an example of how gamification approach can be applied without using any technologies. This way of gamifying classroom can be used as a backup plan for the scenarios when, teacher's gadgets are not working or when educator do not want or just not able to use any digital gadgets during the lesson. For these set of exercises, we used only three elements of gamification (levels, points and progress bar). Due to the fact that even only one element can already gamify the process of learning and there is no need to overload the tasks with the game elements.



Conclusion

Gamification is a relatively new phenomenon, but it has already gained its popularity, due to the fact that people tend to play video games today more than ever. The topic of gamification is of the high importance in many fields and TEFL is not an exception.It has a high potential to motivate and engage students into the learning process and can be an effective tool for many ESL educators in teaching English, as motivation is highly important into such time and energy consuming activity as language learning. However, a closer look at the literature on gamifying techniques reveals a number of gaps in the methods of its implementation into teaching and learning methods. What is mainly connected to the fact that the main area of its implementation is still the field of marketing and purchasing and there is an apparent lack of information on how to gamify any other fields. The stated purpose of the study is to identify the main elements which are used in the gamifying process, analyse modern digital tool for gamification in ESL classroom and create sample gamified activities. So, by distinguishing the main game elements and analysing several digital tools that are mainly used in educational environment today and that can be used specifically in TEFL, we got the understanding of how gamification can be applied to the learning process. The literature analysis also helped us to understand that gamification is rarely associated with an offline environment and that there is almost no information on how to gamify ESL classroom without any digital tools.After identifying this gap, we fully understood the importance of identifying the way gamification can be applied in the environment, where there is no opportunity to use digital technologies, but where gamification can be still beneficial for teacher and student, so we created a thematic set of exercises for particular target group, that can be used as an example of offline gamification for ESL students, which does not require any technologies in the classroom.

The findings have practical implications for the methodologies which are used to teach the modern generation. The outcomes of the work can help to better understand the methods of designing the gamified teaching process in general and in TEFL in particular. What is more, the study also researches the topic of gamification in TEFL. Therefore, it also provides information on the current implementation of these techniques in the field of ESL learning and teaching.



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