Articles

Integrating Ethnopedagogical Approaches in English Vocabulary Learning: A Qualitative Study from Toraja, Indonesia

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learning and identifies the challenges teachers face in implementing these culturally responsive approaches in the Toraja context, Indonesia. Employing a qualitative research design with thematic analysis following the Miles and Huberman interactive model, data were collected through in-depth interviews with English teachers regarding the integration of ethnopedagogical approaches in vocabulary instruction. Findings reveal that ethnopedology significantly enhances student motivation across eight dimensions: increased learning attractiveness and information retention, enhanced overall motivation, greater active participation, increased confidence, improved long-term vocabulary retention, stronger sense of ownership and cultural pride, increased perseverance, and fostered independent learning habits. Teachers face ten substantial implementation challenges, including limited competence in integrating local wisdom, insufficient contextual materials, absence of evaluation standards, time constraints, difficulty balancing cultural content and linguistic targets, and assessment difficulties. Despite these challenges, teachers employ ten effective strategies including the use of authentic cultural objects, storytelling, discovery learning, cultural portfolios, and collaboration with community experts. This study contributes to the growing body of literature on culturally responsive language teaching by providing empirical evidence from an under-researched Indonesian context, offering practical implications for teachers, curriculum developers, and policymakers.

Using Gamified Vocabulary Instruction to Enhance Young Learners’ Motivation in English Learning at a Foreign Language Center in Ca Mau

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This study investigates the effects of gamified vocabulary instruction on the motivation of young EFL learners at a foreign language center in Ca Mau, Vietnam. Although vocabulary learning is essential in EFL contexts, instructional practices in many Vietnamese language centers continue to rely heavily on repetition, translation, and rote memorization, which often fail to sustain learners’ motivation. To address this issue, a ten-week gamified instructional program was implemented, integrating game elements such as points, badges, leaderboards, and collaborative activities into vocabulary lessons. Data were collected through a post-intervention questionnaire measuring learners’ enjoyment, engagement, effort, and perceived usefulness of the activities, supplemented by semi-structured interviews to gain qualitative insights into learners’ experiences. Quantitative data were analyzed using descriptive statistics, while qualitative data were thematically analyzed to identify recurring motivational patterns. The study aims to provide empirical evidence on the motivational impact of gamified vocabulary instruction and to contribute to the limited research on gamification in provincial EFL contexts in Vietnam. The findings are expected to offer practical implications for language teachers and institutions seeking to enhance learner motivation through more interactive and engaging instructional approaches.