Abstract

Vocabulary is a critical component of language proficiency, particularly for engineering students who must navigate both general academic English and domain-specific terminology. Traditional rote learning methods often fail to capture student interest or address varied learning preferences, resulting in low retention and engagement. In recent years, gamification—the use of game design elements in non-game contexts—has emerged as an innovative strategy to enhance language instruction by making learning more interactive, engaging, and motivating. This research investigates the role of gamification tools such as Kahoot!, Quizizz, Wordwall, and Duolingo in improving vocabulary acquisition among engineering undergraduates in English language classrooms. The study employed a quasi-experimental design involving 60 students divided into control and experimental groups, with the latter receiving vocabulary instruction through gamified activities over six weeks. Data were collected through pre- and post-tests, learner surveys, and teacher observations. Findings revealed that students exposed to gamification tools demonstrated significantly higher vocabulary retention, increased classroom participation, and greater enthusiasm toward learning English. The study concludes that gamification is not only an effective pedagogical approach for vocabulary development but also fosters learner autonomy, digital literacy, and collaborative learning—skills essential for 21st-century engineering graduates. These results support the integration of gamified learning environments in technical English curricula to bridge the gap between learner needs and instructional practices.