VietTESOL International Convention 2026

Vocabulary acquisition in English for Specific Purposes (ESP) courses remains challenging for science undergraduates in Vietnam because technical terminology plays a central role in disciplinary learning and communication. As ESP instructors increasingly explore gamified activities to enhance learner engagement and participation, understanding how students perceive these practices becomes important for designing sustainable and effective vocabulary instruction in tertiary science education contexts. This study investigates first-year chemistry undergraduates’ perceptions of gamified vocabulary practice implemented through the Quizizz platform’s “Mastery Peak” game mode in an English for Chemistry Students course. Eighty chemistry majors at a Vietnamese university participated in weekly game sessions following each instructional unit over eight weeks. Each session focused on the technical vocabulary introduced in the corresponding weekly lesson. Drawing on an extended Technology Acceptance Model combined with gameful experience constructs, the study examines six dimensions: perceived usefulness for vocabulary retention, perceived ease of use, enjoyment and engagement, leaderboard-driven competition, perceived confidence gains, and continuance intention. Data were collected through a 23-item Likert-scale survey and open-ended responses. Preliminary findings suggest that students viewed the gamified format as both enjoyable and supportive of vocabulary recall. Leaderboards and time pressure were identified as key motivational factors, while concerns mainly involved cognitive load during timed responses and limited recycling of vocabulary items across weeks. Findings inform practical recommendations for ESP practitioners seeking accessible gamification strategies in Vietnamese tertiary education contexts.