Abstract

This study investigates non-English-major students’ perceptions of using Wordwall for learning English grammar at Van Hien University. An explanatory sequential mixed-methods design was employed. Data were collected from 76 students through a five-point Likert-scale questionnaire combined with open-ended questions. The findings indicate that students generally have positive perceptions of Wordwall. They reported that the tool makes grammar learning easier to understand and more engaging, while also enhancing learning motivation and classroom participation. Wordwall was also perceived as easy to use. The study contributes empirical evidence on the application of gamification in English language teaching and provides practical implications for lecturers seeking to integrate Wordwall into English grammar instruction.

Keywords: English grammar, gamification, non-English-major students, student perceptions, Wordwall.