Fostering L2 Grit in Online Gamified Language Learning: The Role of Self-Efficacy, Critical Thinking, Learning Satisfaction and Gamification in Indonesian EAP Courses
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| Titel: | Fostering L2 Grit in Online Gamified Language Learning: The Role of Self-Efficacy, Critical Thinking, Learning Satisfaction and Gamification in Indonesian EAP Courses |
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| Sprache: | English |
| Autoren: | Lastika Ary Prihandoko (ORCID |
| Quelle: | TESL-EJ. 2025 29(2). |
| Verfügbarkeit: | TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publikationsdatum: | 2025 |
| Publikationsart: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, English (Second Language), Second Language Instruction, English for Academic Purposes, Gamification, Self Efficacy, Technology Uses in Education, Critical Thinking, Student Satisfaction, Usability, Value Judgment, Predictor Variables, Academic Persistence, College Students |
| Geografische Kategorien: | Indonesia |
| ISSN: | 1072-4303 |
| Abstract: | In an era where digital learning tools are reshaping educational landscapes, understanding the factors that contribute to students' perseverance in language learning is crucial. This research explores the interplay between factors driving L2 grit in gamified language learning contexts in online English for Academic Purposes (EAP) courses in Indonesia. The factors include academic self-efficacy, critical thinking, learning satisfaction, perceived ease of use (PEoU) and perceived usefulness (PU) of gamification. Using a survey-based quantitative approach, the data were collected from 300 EFL undergraduate students enrolled in online EAP classes at a public university in Central Java, Indonesia. The data were then analyzed by using Partial Least Squares--Structural Equation Modeling (PLS-SEM). The findings revealed that PEoU positively influences academic self-efficacy, critical thinking, and learning satisfaction. PU similarly enhances these constructs. Notably, academic self-efficacy emerged as the strongest predictor of L2 grit, with critical thinking and learning satisfaction also having positive significant contribution. These results highlight the impact of gamification as a pedagogical strategy for fostering persistence and resilience in EFL learning. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Dokumentencode: | EJ1482916 |
| Datenbank: | ERIC |
| Abstract: | In an era where digital learning tools are reshaping educational landscapes, understanding the factors that contribute to students' perseverance in language learning is crucial. This research explores the interplay between factors driving L2 grit in gamified language learning contexts in online English for Academic Purposes (EAP) courses in Indonesia. The factors include academic self-efficacy, critical thinking, learning satisfaction, perceived ease of use (PEoU) and perceived usefulness (PU) of gamification. Using a survey-based quantitative approach, the data were collected from 300 EFL undergraduate students enrolled in online EAP classes at a public university in Central Java, Indonesia. The data were then analyzed by using Partial Least Squares--Structural Equation Modeling (PLS-SEM). The findings revealed that PEoU positively influences academic self-efficacy, critical thinking, and learning satisfaction. PU similarly enhances these constructs. Notably, academic self-efficacy emerged as the strongest predictor of L2 grit, with critical thinking and learning satisfaction also having positive significant contribution. These results highlight the impact of gamification as a pedagogical strategy for fostering persistence and resilience in EFL learning. |
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| ISSN: | 1072-4303 |