WORDWALL AS TECHNOLOGY-BASED LEARNING MEDIA AND STUDENTS' MOTIVATION IN LEARNING ENGLISH

Abstract

Wordwall, a game-based platform offering quizzes, matching games, mazes and other interactive templates, is widely used in Indonesian English classrooms. Earlier studies have mostly measured its effects on vocabulary or motivation scores, and few have examined how students themselves experience it. This qualitative descriptive study explored how eleventh-grade students at MAN 2 Bone, South Sulawesi, described their experience of learning English with Wordwall, and how these experiences related to the basic psychological needs for autonomy, competence and relatedness proposed by Self-Determination Theory (SDT). Twelve students selected purposively were interviewed individually, and their English teacher was interviewed to provide context. The data were analysed with reflexive thematic analysis, first inductively and then with SDT as an interpretive lens. Six themes were identified: an interesting and enjoyable learning experience, game-like engagement, a sense of progress and achievement, self-initiated practice outside class, teacher support and classroom atmosphere, and encouragement from peers and family. Students described the activities as enjoyable for their own sake. Immediate feedback and visible scores gave them a sense of competence, and the option to replay activities at home supported their autonomy, while teacher guidance and peer interaction supported relatedness. Their reasons for using Wordwall ranged from enjoyment to wanting good marks on tests. These perceptions come from twelve students in one school, and they do not show that Wordwall changes motivation or achievement. They suggest, however, that teachers can use game-based platforms in ways that support students' basic psychological needs.