EXPLORING DIGITAL GAME-BASED LEARNING MECHANISMS IN ENHANCING VOCABULARY ACQUISITION AND LEARNING ENJOYMENT AMONG TVET HOUSEKEEPING STUDENTS: A NARRATIVE STUDY
Abstract
English vocabulary mastery is essential for TVET students in hospitality, particularly housekeeping students who require specialized vocabulary for professional communication. Although previous studies have shown that digital gamification can improve vocabulary learning, motivation, and engagement, limited research has examined the underlying learning processes through which gamification supports ESP vocabulary development and learning enjoyment among adult TVET students. This study explores how adult TVET students narrate the development of their ESP housekeeping vocabulary mastery and express learning enjoyment through digital gamification. A qualitative narrative inquiry design was employed with 10 purposively selected students from a Housekeeping program at a hospitality institution in Singaraja. Data were collected through classroom observations, reflective journals, and semi-structured interviews over six months and analyzed narratively to identify students’ experiences, vocabulary development, and expressions of enjoyment. The findings revealed that vocabulary development occurred through interconnected mechanisms involving repeated exposure, interactive practice, immediate feedback, peer interaction, and confidence building. These mechanisms encouraged students’ engagement and willingness to use English vocabulary. Students also demonstrated increased confidence, participation, enthusiasm, and positive attitudes toward learning. Despite difficulties in pronunciation, spelling, and vocabulary retention, students became more willing to practise and participate.
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