English Students’ Engagement and Perceptions of Wordwall in Prose Learning

Abstract

This study investigates the use of Wordwall as a gamification tool to enhance student engagement in prose courses and to explore students’ perceptions of its pedagogical value. Using a descriptive qualitative design, the research collected data through classroom observations, questionnaires, and semi structured interviews involving seven undergraduate students in an English Education program. The results indicate that integrating Wordwall into prose learning promotes active participation and fosters a more supportive classroom atmosphere. Students reported feeling more motivated and less anxious when engaging with course materials through interactive tasks. The tool also helped them better visualize plot structures and understand character development, although it was less effective for tasks requiring deeper critical analysis. Overall, participants found Wordwall easy to use and expressed interest in applying similar digital tools in their future teaching practice. The study demonstrates that gamified learning activities can support meaningful technology integration in literature classes, while emphasizing the need to carefully align digital tools with instructional objectives to optimize learning outcomes.