A CASE STUDY OF GAMIFIED VOCABULARY INSTRUCTION FOR YOUNG EFL LEARNERS IN UZBEKISTAN: AN INTERVENTION DESIGN
Keywords:
case study, intervention design, gamification, vocabulary instruction, young EFL learners, Uzbekistan, Pre-A1, A1, multilingual classroom, low-technology materials, observation protocol.Abstract
The paper presents the design stage of a single-case study of gamified vocabulary instruction in a Pre-A1–A1 primary English classroom in Uzbekistan. It reports the case boundaries, the design rationale, the instructional cycle, the materials and the observation protocol; it deliberately reports no outcomes, since the purpose at this stage is to make the intervention replicable and its measurement auditable before any claim about effect is advanced. Four design principles are derived from the setting: the intervention must be low-technology, because device access cannot be assumed; the rule layer must operate in the learners’ home language, because at Pre-A1 English cannot carry it; grouping must be temporary, to avoid converting differentiation into labelling; and the reward must be non-comparative, since public ranking is the element most consistently associated with harm. A five-stage weekly cycle and a matching data-collection protocol are set out in tabular form.
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