Résumé:
This study aims to explore the students’ and teachers’ perceptions of the role of
gamification in vocabulary acquisition at the University of Jijel. Adopting a qualitative
research design, the study utilized a focus group discussion as a data collection tool,
involving fifteen first-year English students. In addition, semi-structured interviews
were conducted with five oral expression teachers to gain deeper insights into the
practical application of gamification in vocabulary instruction. The findings revealed
that game-like activities had a positive impact on vocabulary learning, including
development in spelling, word recognition and speaking fluency ,Students reported
that activities such as riddles, crosswords, and role plays made learning more
enjoyable and less stressful. Teachers echoed these sentiments, noting that
gamification supported both conscious and unconscious vocabulary acquisition.
Based on these insights, the study offers pedagogical recommendations and
suggests directions for future research into the integration of gamification in language
education.
