INTRODUCCIÓN INTRODUCTION
Even
though Education in industrialized countries is growing up due to the breakthrough
of new technologies applied to education, it is not the same scenario in nondeveloping countries, especially in those which are
still marked by the exclusion of minorities whether ethnic, social, economic,
cultural or people have limited access to the worldwide net. Moreover, COVID-19
further aggravated this socioeconomic fact. The abrupt change of school
activities from in person to online education had a great impact on students,
teachers, and educational administrators. This phenomenon demanded the
necessity to apply technology to education. To do so, it is of overriding
importance to fathom the analysis of how effective the use of specialized
Learning Management Systems (LMS) is to enhance the acquisition of skills in
specific the use of the language, focusing on the acquisition of vocabulary in
relation with the appropriate level according to the Common European Framework
of References of Languages (CEFR).
People all
over the world are aware that the process of digitalization as a measure of adapting
to the new challenges that societies are facing is a truth nowadays. Educators
are the key to this changeover because of their crucial role in reflecting
knowledge related to de adoption and implementation of Information and
Communication Technologies (ICTs) in educational programs. Besides, Basilotta-Gómez-Pablos et al
(2022) mention that The National Plan of Digital Competences in Spain
elaborated by the Ministry of Economic Affairs and Digital Transformation
(MINECO) in 2021, recognized the necessity of adapting digital competences to
all educational levels. It is viewed that, teachers must master effective
digital competences to handle Learning Management Systems as those needed in a
communicational approach such as knowledge, skills, and attitudes in a virtual
or blended context.
In recent
years due to pandemic problems, frequent states of exception for insecurity,
strikes, transport stoppages among others, which Ecuador has been facing,
educational institutions have had to change their teaching modalities and opt
for Learning Management Systems that allow them to continue their educational work.
Therefore, it was necessary to adapt resources and external tools for online
teaching. Because of this, educators have had the duty of learning and using
different environments and teaching strategies to apply a variety of extra
online teaching-learning tools like common Learning Management Systems such as
Moodle, Canvas, Blackboard Learn, Google Classroom, Schoology, Edmodo, Seesaw,
Teams, TalentLMS, Brightspace among others which have
interactive content to overcome this social problem.
To provide
the best user experience, Learning Management Systems (LMS) aim to support
teachers in creating high-quality online courses for various formats, including
distance and online education. Significantly,
these Learning Management Systems can hold educational programs that support
attendance like blended learning, and b-learning which combine remote and
on-site training sharing resources and online materials. Moreover, Maldonado,
(2020) mention that B-learning also promotes personalized learning, but
additionally collaborative learning, where Learning Management Systems
platforms improve this aim; and teachers can apply a big range of techniques to
achieve linguistics skills in their students. According to studies, it is
revealed that sharing ideas in a team or group promotes the
participation of shy learners letting them feel free to come up with their
interventions in a collaborative assignment.
Despite
the widespread recognition that not all educational institutions employ
standardized Learning Management Systems (LMS) for teaching, those that do can
significantly enhance their educational offerings. Thus, it is paramount to
analyze different teachers' perspectives while working with innovative online teaching systems
applied to education which contribute the acquisition of the language. To sum
up, this study leads to analyzing the effectiveness on using the English Attack
LMS Platform to enhance vocabulary according to the Common European Framework
of References (CEFR) with students of third year at San Pio X High School in
Ambato.
Therefore, to achieve the above-mentioned, the following task have been
set out: To evaluate the effectiveness of the English Attack LMS Platform to
enhance vocabulary according to the CEFR.
The previous reality has allowed for the
following research question:
How can the use of English Attack LMS enhance
the vocabulary acquisition?
DEVELOPMENT
Learning
Management System (LMS)
A Learning
Management System (LMS) is a software application designed to provide a
framework for the administration, documentation, tracking, reporting, and
delivery of educational courses or training programs. There are various types
of LMS, including academic LMS for schools and universities, and custom-built
LMS tailored to specific organizational needs. Examples of LMS platforms used
for vocabulary teaching include Moodle, Blackboard, and Canvas, which support
diverse instructional strategies and interactive learning environments. These
systems facilitate vocabulary acquisition through features like gamification,
progress tracking, and personalized feedback.
LMS
platforms are essential tools for teaching English vocabulary, enhancing
interactivity and educational content. According to Bradley, (2020) LMS
platforms help students assess their progress and assist teachers in tracking
progress while facilitating gamification to boost engagement. LMS platforms are
crucial for vocabulary teaching by monitoring student progress and
incorporating gamification strategies, which increase participation and
commitment in the learning process.
Some examples of very well know platforms which help students and
teachers to develop vocabulary or just to teach the language could be:
Digital
platforms which focus on educational content, variety, relevance, and
adaptability. According to Gao & Pan, (2023) gamification in English
vocabulary learning applications significantly impacts teaching by providing
immediate, personalized feedback. The Global Usage Ranking of Gamification
Platforms highlights improvements in student engagement and retention. Mahmoud,
(2022) notes English Attack's effectiveness, combining CEFR alignment and
gamification to enhance vocabulary acquisition. Incorporating diverse elements
from platforms like Kahoot! and Quizizz can further boost engagement and
retention.
The English Attack LMS
Platform
The
English Attack LMS platform has emerged as a promising tool for improving
English vocabulary, especially in educational environments where language
competence is crucial. The mastery of the English language is increasingly
valued in the working and academic world. Effective use of learning platforms
such as English Attack LMS can have a significant impact on the development of
language skills in Ecuador, where English is an important requirement for
access to educational and employment opportunities. Moreover, English Attack,
which specializes on CEFR aligned activities with gamified aspects, engaging
content, and personalized feedback. Its incorporation of more diversified
interactive and collaborative aspects has the potential to increase its
efficacy.
To improve
English learning, the English Attack platform explores the combination of
education and entertainment, known as "edutainment". It is translated
into 27 languages, including English. The use of Video Booster with more than
1,800 activities based on movies, television series, music, news and social
topics, as well as recreational activities, highlights the use of vocabulary
reinforcement. In addition, it has a photographic vocabulary (Photo Vocab) of
more than 400 visual dictionaries on topics such as distraction, body and
health, business and education, clothing and fashion, culture, food and
beverage, hobbies and technology, nature, places, society, sports, home,
transport, travel and, finally, the Verb Dash Game to review irregular verbs.
English
Attack employs several strategies to promote English immersion to assist with
English language learning, like for example: Game-based learning, Authentic
learning, Word attack strategies.
English Attack boosts English learning through internet entertainment
and gamification elements. Mahmoud, (2022) states, "English Attack is a
100% environmentally focused online resource for improving English as a second
and foreign language skills." This platform emphasizes repetition
vocabulary in a gamified format, helping students understand language in a
visual context. By using short-format video clips from various media sources,
it enables practice in real-world scenarios. Additionally, learning games,
social networking features, personalized feedback, and progress tracking
enhance the learning experience.
Gamification
Gamification
refers to incorporating game elements into educational activities to foster
student participation, motivation, and learning. It involves using points,
timers, badges, and leaderboards to create collaborative or competitive
activities with specific goals. This approach includes incentives, obstacles,
rivalries, and captivating stories to engage students actively. Gamification
motivates students, improves knowledge retention, and promotes active
participation, making learning more interactive and enjoyable. It creates a
dynamic learning environment, enhancing participation and academic results, and
adapts to various learning styles, benefiting students struggling with traditional
methods.
Constructivist
learning theory and game-based learning suggest that students learn best when
actively involved in meaningful tasks. According to Hamari
et al., (2014), gamification is effective in improving vocabulary retention and
acquisition in English language learning. Gamification encourages active
participation and facilitates greater retention, adapting to individual needs
through different levels of difficulty and activities. Unal
et al., (2021) note that flipped classrooms enhance cooperative learning and
problem-solving skills, using videos for pre-class content and active exercises
during class, often combined with gamification elements like online quizzes,
polls, infographics, and mind maps.
Gamification Rewards
In the
pre-test, the gamification rewards were integrated into part 1, which comprised
8 vocabulary definition questions. The first four vocabulary definition
questions added 50 points to part 7, Grammar Scramble Words, while the
following four questions contributed 50 points to part 8, Grammar Spelling.
Conversely, within the English Attack gamification platform, this reward was
credited to the questions in part 6, Grammar Scramble Words, and part 7,
Grammar Spelling, for quick responses. This strategy aimed to balance the
pre-test scores and motivate students to respond swiftly in the posttest,
enhancing their engagement and performance in these critical sections.
Vocabulary Acquisition
A key
element of learning a language is expanding one's vocabulary, which provides
the foundation for clear understanding and productive communication. Vocabulary
is important because it helps students communicate ideas, comprehend written
and spoken texts, and participate in meaningful conversations. Words that are
understood when heard or read are referred to as receptive vocabulary, and
words that are used when speaking or writing are referred to as productive
vocabulary. This differentiation is essential in educational settings,
especially when assessing language competency using frameworks like the Common
European Framework of Reference for Languages (CEFR).
Importance
of Vocabulary Acquisition for Communication
Vocabulary
is fundamental to learn for communication among human beings. Therefore, some
researchers have mentioned its relevance such as Schmitt, (2000), who
highlights the pivotal role of vocabulary in language acquisition, emphasizing
that vocabulary knowledge is central to effective communication and language
learning. His findings review various instructional techniques and strategies
that can aid teachers in enhancing vocabulary teaching, addressing common
challenges in the process. Taking these considerations into account, effective
vocabulary instruction is key to successful communication and learning.
The
teaching and learning of vocabulary are crucial components of mastering the
English language, particularly for English as a Foreign Language (EFL)
students. Effective strategies are essential to enhance vocabulary acquisition
and retention. Villacrés & Solis, (2023) show
that mimics significantly improves English vocabulary acquisition, making the
learning process more effective and motivating for students. However, future
studies should explore combining this strategy with digital technologies to
further enhance results. Their research highlights the potential of mimicry to
make vocabulary acquisition more engaging and effective for learners.
Types
of Vocabulary
Understanding
the different types of vocabulary such as receptive, productive, recognition,
and use; is essential for developing effective teaching strategies. Receptive
vocabulary refers to words people can comprehend when they read or hear them,
recognized, and understood when encountered in context, whereas productive
vocabulary includes words actively used in communication by speaking and
writing.
According to Faraj, (2015) receptive vocabulary encompasses a broader
range of words than productive vocabulary, as recognition does not necessitate
usage. And besides, recognition vocabulary is used for specialized texts and
must be distinguished from everyday use vocabulary, which is regularly employed
in daily interactions.
As
mentioned, the challenge for educators is bridging the gap between recognition
and active usage of vocabulary. Integrating methods to convert receptive
knowledge into productive skills is crucial. Studies show that gamification and
virtual reality (VR) can enhance vocabulary acquisition. According to Alfadil (2020), VR games greatly improve vocabulary
acquisition in EFL students. Thus, educators should supplement technology with
active methods and strategies tailored to boost vocabulary.
In
addition, Suárez & Gesa, (2019) found that sustained
exposure to captioned videos can significantly enhance vocabulary acquisition
in EFL learners, highlighting the importance of incorporating multimedia tools
in language education to support diverse learning needs. In my opinion, this
method combines visual and auditory input, potentially accommodating different
learning preferences and promoting deeper engagement with the captioned video.
As such, it is another option to learn new words dosed with flipped classroom
tasks looking for long-term retention of vocabulary and offering different
types of opportunities for vocabulary-building.
METHODOLOGY
In this
study the research design and approach are quantitative because all data in
terms of numbers are controlled and analyzed statistically. Furthermore, the
depth level is descriptive by carrying out a research synthesis, explanatory
and correlational since a relationship between variables is supposed to be
established. Aside from that, the instrument to be applied is a Pre-posttest and
the research modality will be socio educational. To sum up, all these sources
of information were needed to promote validity in the conclusions.
Participants
The
convenience sampling procedure was applied to this research and the sample
consisted of 27 third-year students who belong to San Pio X High School in
Ambato city. Amongst the 27 participants, 11 (40.74%) were female and 16
(59.26%) of them were male students.
Instruments
The
quantitative data source was collected by a Pre-posttest instrument to measure
the effectiveness of the LMS English Attack platform in enhancing vocabulary
proficiency according to the CEFR. The pre-test was administered prior to the
intervention, assessing basic vocabulary knowledge through 44 questions such as
8 multiple-choice questions to test vocabulary definitions, 4 multiple-choice
questions for Listening comprehension, 5 multiple-choice questions for
Listening for detail, 2 multiplechoice questions for
Reading for detail, 5 multiple-choice questions about Gap filling for Reading,
4 multiple-choice questions for Use of English, 8 written questions about on
coded words for English usage and 8 written questions on spelling for English
usage.
The above
questions were designed to evaluate students' recognition and recall of
vocabulary in similarity with the English Attack Platform content. Following a
four-weeks intervention using the English Attack platform, a post-test
identical in format to the pretest was administered to gauge improvements. The
test items will specifically target vocabulary introduced and practiced through
the platform's interactive activities enclosed in testing Comprehension,
Listening Lab, Advanced Comprehension, Vocab Academy, Grammar, Swap Mania and
Word Rescue games. These gamified activities are scored over 1000 points. This
pre-posttest design allows for a robust comparison of vocabulary acquisition
and retention, providing quantitative data on the platform’s educational
impact.
Vocabulary
acquisition is a fundamental component of mastering the English language,
supporting the development of key skills such as reading, writing, listening,
and speaking. This study assesses the effectiveness of the English Attack
platform, a Gamified Learning Management System (LMS), in enhancing vocabulary
acquisition in alignment with the Common European Framework of Reference for
Languages (CEFR). Using a pre-posttest evaluation framework scored on a
gamified scale of 1000 points, this research provides a detailed analysis of
students' vocabulary development and overall language proficiency, as shown
below:
Table 1.
Evaluation Criteria.
|
Evaluated Skills What
assess Number Points Total
|
|
|
of per
Questions Question
|
Points
|
|
|
Listening The ability to Comprehension understand spoken
English.
|
4
|
25
|
100
|
|
|
Listening for The ability to capture
Detail specific information in
spoken texts.
|
5
|
20
|
100
|
|
|
Reading for The understanding of
Detail detailed information in
written texts.
|
2
|
25
|
50
|
|
|
Reading Gap The ability to use
Filling context to complete
sentences with missing words.
|
5
|
40
|
200
|
|
|
Grammar Rules The knowledge
of grammatical structures and rules.
|
4
|
25
|
100
|
|
|
Grammar The ability to correctly
Scramble Words order words to form grammatically correct
sentences.
|
8
|
25
|
200
|
|
|
Grammar
Spelling
|
The spelling accuracy 8 and the
application of spelling rules.
|
31.25
|
250
|
|
|
|
Total:
|
1000
|
|
|
|
|
|
|
|
|
The
vocabulary assessment within a gamified context, such as the 1000-point system
rubric, provides a structured framework for evaluating learners' vocabulary
proficiency. Bardakci, (2016) emphasizes the
importance of assessing both the breadth and depth of vocabulary knowledge. Panmei & Waluyo, (2022) note
that this rubric covers general vocabulary knowledge, contextual usage, derived
forms, and collocations. Utilizing this rubric after a pre-test offers clear,
objective feedback, motivating deeper engagement in vocabulary learning
activities. However, the lack of real-time feedback in Nation's approach can be
improved by incorporating instant feedback mechanisms.
Table 2.
Vocabulary Evaluation Rubric by levels of
competence in a Gamified Context.
|
Level
|
Description
|
Points
|
|
Excellent
|
Demonstrates extensive vocabulary knowledge, including meanings,
contextual usage, derived forms, and collocations. Uses words with precision
and variety.
|
900-1000
|
|
Good
|
Shows
solid vocabulary knowledge, correctly identifying and using words in most
contexts.
Manages derived forms and some collocations
well.
|
700-899
|
|
Average
|
Has acceptable vocabulary knowledge, understanding and using words in
familiar contexts. Identifies derived forms and some collocations with less precision.
|
500-699
|
|
Limited
|
Displays
limited vocabulary knowledge, struggling to use and recognize words in diverse
contexts.
Basic knowledge of derived forms and
collocations.
|
300-499
|
|
Insufficient
|
Shows very limited vocabulary knowledge, significant difficulties in
understanding and using words outside specific contexts. No management of derived forms or collocations.
|
0-299
|
Table 3.
Number of Students Taking Pre-posttest
|
|
Excellent Good
Average
Limited
|
Insufficie nt
|
|
N Assessed skills
|
Pre -
Test
|
Post Test
|
Pre -
Test
|
Post Test
|
Pre -
Test
|
Post Test
|
Pre -
Test
|
Post Test
|
Pre -
Test
|
Post Test
|
|
1 Listening Comprehen
sion
|
3
|
27
|
13
|
0
|
9
|
0
|
2
|
0
|
0
|
0
|
|
2
Listening for Detail
|
5
|
26
|
5
|
0
|
9
|
1
|
6
|
0
|
2
|
0
|
|
3
Reading for detail
|
20
|
27
|
0
|
0
|
6
|
0
|
0
|
0
|
1
|
0
|
|
4 Reading
Gap filling
|
9
|
25
|
13
|
1
|
1
|
1
|
0
|
0
|
4
|
0
|
|
5
Grammar - rules
|
12
|
25
|
12
|
1
|
1
|
1
|
2
|
0
|
0
|
0
|
|
6
Grammar - scramble words
|
23
|
27
|
3
|
0
|
1
|
0
|
0
|
0
|
0
|
0
|
|
7
Grammar. Spelling
|
11
|
27
|
16
|
0
|
0
|
0
|
0
|
0
|
0
|
0
|
The data
shows Pre-posttest evaluations of 27 students using the English Attack platform
for learning English vocabulary. Initially, most students scored in the
"Good" and "Average" categories, with few reaching
"Excellent." Post-test results showed notable improvement, with most
students achieving "Excellent" scores across all skills. For example,
"Listening Comprehension" saw an increase from 3 to 27 students
scoring "Excellent," and "Reading for Detail" from 20 to
27. These results indicate the English Attack platform significantly enhanced
students' vocabulary skills.
Table 4.
Percentage Scores in Pre-posttest
|
|
Excellent Good
Average
Limited
|
Insufficie nt
|
|
N Assessed skills
|
Pre -
Test
|
Post Test
|
Pre -
Test
|
Post Test
|
Pre -
Test
|
Assess
ed skills
|
Pre -
Test
|
Post Test
|
Pre -
Test
|
Post Test
|
|
1
Listening Comprehensi on
|
11,1 1
|
100
|
48,1 5
|
0,00
|
33,3 3
|
0,00
|
7,41
|
0,00
|
0,00
|
0,00
|
|
2
Listening for Detail
|
18,5 2
|
96,3 0
|
18,5 2
|
0,00
|
33,3 3
|
3,70
|
22,2 2
|
0,00
|
7,41
|
0,00
|
|
3
Reading for detail
|
74,0 7
|
100
|
0,00
|
0,00
|
22,2 2
|
0,00
|
0,00
|
0,00
|
3,70
|
0,00
|
|
4
Reading Gap filling
|
33,3 3
|
92,5 9
|
48,1 5
|
3,70
|
3,70
|
3,70
|
0,00
|
0,00
|
14,8 1
|
0,00
|
|
5
Grammar - rules
|
44,4 4
|
92,5 9
|
44,4 4
|
3,70
|
3,70
|
3,70
|
7,41
|
0,00
|
0,00
|
0,00
|
|
6
Grammar - scramble words
|
85,1 9
|
100
|
11,1 1
|
0,00
|
3,70
|
0,00
|
0,00
|
0,00
|
0,00
|
0,00
|
|
7
Grammar. Spelling
|
40,7 4
|
100
|
59,2 6
|
0,00
|
0,00
|
0,00
|
0,00
|
0,00
|
0,00
|
0,00
|
The data
displays the percentage distribution of students' grades across performance
categories in pre-posttest evaluations using the English Attack platform for
English vocabulary learning Waer, (2021) Initially,
students mostly fell into "Good" and "Average" categories.
Post-test results showed dramatic improvement, with a significant rise in the
"Excellent" category for all skills. For instance, "Listening
Comprehension" and "Reading for Detail" both jumped to 100% in
the "Excellent" category. "Grammar - scramble words" also
improved from 85.2% to 100%. These results indicate the English Attack platform
significantly enhanced students' vocabulary skills and language proficiency.
Chart 1.
Number of Students by Gamified Score Categories
in Pre-posttest
|
Pre-posttest
gamified scores Comparison Chart
 30
25
|
|
|
|
|
|
|
|
|
|
4
|
|
|
1 1  0 0
|
0
|
|
900
- 1000
|
700
- 999
|
500
- 499
|
300
- 499
|
0 -
299
|
|
Excellent
|
Good
|
Average
|
Limited
|
Insuficient
|
|
1
|
2  PRE
|
  TEST 3
POST-
|
TEST 4
|
5
|
20
15
10 5
0
|
The data
shows the number of students categorized by their gamified scores out of 1000
in Pre-posttest evaluations using the English Attack platform for English
vocabulary learning. In the pretest, the majority of students fell into the
"Good" category (22 students), with only one student achieving an
"Excellent" score, and four students in the "Average"
category. Posttest results indicated a dramatic improvement, with 26 students
reaching the "Excellent" category and only one student in the
"Good" category, and no students in the lower categories.
Effectiveness of the English Attack Platform
According to CEFR Standards:
Substantial Increase in High
Performers: The
number of students scoring in the "Excellent" category (900-1000
points) increased from 1 to 26.
Improvement Across All Levels: No students remained in the
"Average," "Limited," or "Insufficient"
categories posttest, showing a significant overall improvement.
Enhanced Vocabulary
Acquisition: The
shift from predominantly "Good" pretest scores to
"Excellent" posttest scores indicates that the platform effectively
enhances vocabulary acquisition.
Alignment with CEFR
Goals: The
improvement reflects the platform's success in meeting CEFR standards for high
school students in Ecuador, demonstrating its effectiveness in advancing
students' English proficiency levels.
Chart 2.
Percentage distribution of gamified scores by
categories in Pre-post test
The data
shows percentage results from Pre-posttest evaluations using the English
Attack platform for English vocabulary learning. Pretest results varied,
with "Grammar - Spelling" at 18.32% and "Reading for
Detail" at 4.26%. Posttest results showed significant improvement, with
"Grammar - Spelling" increasing to 24.84% and "Listening
Comprehension" from 6.57% to 10%. The overall percentage of high-scoring
students rose from 76.68% to 98.14%, indicating substantial gains in vocabulary
proficiency.
RESULTS
The
Statistical Package for Social Studies (SPSS) software, which is a data editor
used for complex statistical analysis, tabulation with central trend
measurements and trend frequency analysis, was applied to analyze the results
obtained after applying a pretest on vocabulary knowledge to third-year high school
students from San Pio X in Ambato, Ecuador. Additionally, it is important to
mention the use of this software to validate and process data accurately, using
a gamified scale of 1000 points. SPSS
Results for Pre-Test – Statistical Frequencies
Total1
|
N Valid
|
27
|
|
Lost
|
0
|
|
Mean
|
766,83
|
|
Median
|
813,00
|
|
Mode
|
839,00
|
Source: SPSS Software for Statistical Analysis
SPSS
calculated the central trend measurements: Mean, Median, and Mode. The Mean
score of 766.83 reflects average student performance, while the Median score of
813 shows that half scored below and half above this value. The Mode of 839 was
the most frequent score. These results indicate a need for targeted
interventions to help students below the median. Ensuring comprehensive data
collection and addressing variability will enhance future assessment accuracy
and support effective educational strategies.
The results
of this quantitative research study on the effectiveness of the English
Attack LMS Platform for English vocabulary
learning, based on the Common European
Framework of Reference for Languages (CEFR), have been tested among
third-year San Pio X High School students. The findings indicate a significant
improvement in vocabulary acquisition, with students demonstrating progress
from B1 to B2 levels. This improvement aligns with the CEFR standards,
showcasing the platform's effectiveness in enhancing vocabulary retention and
usage. Specifically, students who engaged with English Attack showed a 21.46%
increase in their vocabulary test scores compared to those using traditional
methods. These results highlight the potential of gamification in educational
settings to foster better language learning outcomes.
Based on
the data analysis, the effectiveness of the English Attack Platform According
to CEFR Standards is showed:
Enhanced Overall
Performance: The
total percentage of students scoring high increased from 76.68% to 98.14%.
Improvement in
Specific Skills:
Notable improvements in individual skills, such as "Grammar -
Spelling" from 18.32% to 24.84%.
Balanced Skill
Development:
Consistent gains across all assessed skills, indicating comprehensive
vocabulary acquisition.
Alignment with CEFR
Goals: The
significant improvement in scores demonstrates the platform’s effectiveness in
meeting the CEFR standards for high school students in Ecuador.
CONCLUSIONS
The
findings from this research reveal that the English Attack platform
significantly enhances vocabulary acquisition among students, aligning with
CEFR standards. Specifically, third-year students at San Pio X High School demonstrated
substantial improvement in their English vocabulary, progressing from B1 to B2
level. This advancement is supported by a 21.46% increase in vocabulary test
scores among those using English Attack compared to those employing traditional
methods. The data underscores the platform’s efficacy in facilitating
vocabulary retention and usage, with an overall increase in high-performing
students from 76.68% to 98.14%. Such results highlight the potential of
integrating gamification and interactive content in educational settings to
foster improved language learning outcomes.
In conclusion, the English Attack platform has proven to be a highly
effective tool for enhancing English vocabulary among high school students. The
significant improvements observed in specific skills, such as grammar and
spelling, coupled with balanced gains across all assessed areas, demonstrate
the platform’s capability to support comprehensive language acquisition. By
aligning with CEFR goals, English Attack not only boosts vocabulary proficiency
but also enhances overall language competence. This study advocates for the
broader adoption of interactive and innovative educational tools like English
Attack to promote substantial improvements in students' English proficiency,
thereby preparing them better for both academic and professional environments.
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