VietTESOL International Convention 2026

This study develops and empirically tests a structural equation model (SEM) examining how gamification in mobile-assisted vocabulary learning (MAVL) shapes English learning identity among Vietnamese foundation-level university students. Grounded in Self-Determination Theory, the L2 Motivational Self System, and Flow Theory, the model specifies five latent constructs – gamification, learner engagement, self-regulation, learning effectiveness, and English learning identity – connected through seven direct and two serial mediation pathways. A quantitative cross-sectional survey targeting more than 300 foundation-level students was analysed using partial least squares SEM. The measurement model demonstrated acceptable fit, with composite reliability and average variance extracted exceeding 0.80 and 0.50, respectively, across all constructs. All seven hypothesised direct paths were statistically significant (p < .001). Gamification exerted the strongest direct effect on engagement, while learning effectiveness was the primary predictor of English learning identity. Notably, gamification's total effect on identity operated predominantly through indirect pathways via engagement and self-regulation, and the full serial chain through learning effectiveness. These findings confirm that gamified MAVL fosters identity development not only through direct exposure, but also through sustained engagement, self-regulated strategy use, and accumulated competence. Pedagogical implications for curriculum design and mobile application development in Vietnamese higher education are also discussed.