Abstract :

This study investigates the impact of online game-based applications (OGBA) on enhancing learning motivation among primary students in English as a Foreign Language (EFL) classrooms in Vietnam. Although digital game-based learning has been widely associated with increased engagement, limited research has systematically examined its motivational mechanisms within primary-level EFL contexts in developing countries. Drawing upon Self-Determination Theory and Flow Theory, this study employed a convergent mixed-methods design involving 50 Grade 5 students and three teachers over a 12-week instructional intervention. Quantitative data were collected through a validated Likert-scale questionnaire measuring five motivational dimensions, while qualitative insights were obtained from semi-structured interviews and classroom observations. Descriptive and thematic analyses revealed consistently high levels of student motivation, particularly in interest, participation, and perceived competence. Students reported increased concentration, confidence, and willingness to engage when OGBA platforms such as Kahoot and Wordwall were integrated into instruction. However, moderate challenges related to time constraints, competitive pressure, and technological issues were also identified. The findings suggest that OGBA can effectively strengthen intrinsic and identified forms of motivation when pedagogically aligned with learning objectives. This study contributes context-sensitive evidence to the growing literature on digital game-based learning in primary EFL education and offers practical implications for sustainable technology integration in similar educational settings.

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Keywords :

Digital game-based learning, Flow theory, Learning Motivation, Online game-based applications, Primary EFL learners., Self-Determination Theory

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