Building learner autonomy through gamified vocabulary review with Gimkit

Abstract

This paper reports on a classroom project integrating Gimkit, a competitive online quiz platform, as a short weekly vocabulary-review routine in university Test of English for International Communication (TOEIC) preparation classes. The activity aimed to increase student engagement, promote autonomy, and support long-term retention through game-based repetition. Over multiple semesters, approximately 200 students participated in a brief weekly digital review cycle that required them to complete a short Gimkit activity each week. Class discussions and post-course reflections indicated that students valued the combination of autonomy, enjoyment, and visible progress. They reported stronger motivation to review vocabulary independently and greater confidence in listening and reading tasks. The paper argues that structured, low-stakes gamified routines can complement test-oriented curricula while fostering learner control and sustained engagement. Implications are offered for teachers wishing to integrate micro-scale computer-assisted language learning (CALL) tasks into regular coursework.