Abstract
This study investigates the impact of the gamified Mobile-Assisted Language Learning (MALL) application, Mondly, on vocabulary learning and learning preferences of first-year English as a Foreign Language (EFL) university students. The research adopts a one-group pre-test/post-test design with a group of 20 students who underwent a four-week intervention with the application. The primary objective is to assess the effectiveness of the platform in enhancing lexical knowledge and to identify student attitudes towards this gamified approach compared to traditional approaches to vocabulary development. Data is gathered using a Vocabulary Knowledge Scale (VKS) survey, administered pre- and post-intervention, and a post-intervention survey with the purpose of ascertaining the degree of student motivation, enjoyment, and overall preference. The findings of this study contribute to the growing body of research in technology-enhanced language learning by reporting empirical findings on the effectiveness of a specific, albeit under-researched, gamified MALL app. The findings have implications for instructors and course designers who seek to implement digital platforms in foreign language learning to facilitate engagement and improve vocabulary learning outcomes.