105T. Hastomo, Y Basthomi, U. Widiati, F. M. Ivone, E. L. Zen: EXPLORING FLIPPED CLASSROOM ... Tommy Hastomo UDK 811.111'243:37.091.3:793.5/.7 Faculty of Letters, Universitas Negeri Malang DOI: 10.4312/vestnik.17.105-122 English Department, STKIP PGRI Bandar Lampung Izvirni znanstveni članek Indonesia tomhas182@gmail.com Yazid Basthomi Faculty of Letters, Universitas Negeri Malang, Indonesia Universiti Poly-Tech, Malaysia ybasthomi@um.ac.id Utami Widiati Faculty of Letters, Universitas Negeri Malang, Indonesia utami.widiati.fs@um.ac.id Francisca Maria Ivone Faculty of Letters, Universitas Negeri Malang, Indonesia francisca.maria.fs@um.ac.id Evynurul Laily Zen Faculty of Letters, Universitas Negeri Malang, Indonesia evynurul.laily.fs@um.ac.id EXPLORING FLIPPED CLASSROOM INTEGRATION WITH GAMIFIED APPLICATIONS FOR JUNIOR HIGH SCHOOL STUDENTS ABSTRACT Flipped classroom models have gained attention for promoting learner-centred instruction, mainly when supported by digital technology. In English as a Foreign Language (EFL) contexts, gamified applications such as Edpuzzle and Kahoot! have improved student engagement and motivation. However, limited research has examined how integrating gamified applications within flipped classrooms affects junior high school students’ learner autonomy, particularly in vocabulary learn- ing. This study aimed to investigate the level of learner autonomy among junior high school stu- dents after experiencing flipped instruction with gamified applications and to explore how this instructional model supports the development of autonomy. This study employed a qualitative 106 VESTNIK ZA TUJE JEZIKE/JOURNAL FOR FOREIGN LANGUAGES multi-site case study design, supported by descriptive quantitative data. The participants comprised five English teachers and 50 eighth-grade students from five junior high schools in Bandar Lam- pung, Indonesia. The researchers used two main instruments: a learner autonomy questionnaire and semi-structured group interviews. Data were collected after the implementation of flipped vocabulary instruction over 20 weeks, during which students engaged with Edpuzzle and Kahoot!. The questionnaire results were analysed using descriptive statistics with SPSS version 26, while interview data were analysed thematically. The findings revealed a consistently high level of learn- er autonomy across five domains. Thematic analysis identified three key themes supporting this de- velopment: self-paced learning, progress tracking, and continuous feedback. These results suggest that integrating gamified applications into flipped classrooms can promote student autonomy in vocabulary learning. The study recommends the broader adoption of the flipped teaching approach with gamified applications to foster independent learning among EFL students. Keywords: flipped classroom, gamified application, junior high school, learner autonomy, vocab- ulary learning IZVLEČEK RAZISKOVANJE UPORABE OBRNJENEGA POUKA Z IGRIFICIRANIMI APLIKACI- JAMI PRI UČENCIH NIŽJE SREDNJE ŠOLE Modeli obrnjenega poučevanja so pritegnili pozornost zaradi spodbujanja na učenca usmerjenega poučevanja, zlasti ob podpori digitalne tehnologije. Pri pouku angleščine kot tujega jezika (EFL) so igrificirane aplikacije, kot sta Edpuzzle in Kahoot!, izboljšale sodelovanje in motivacijo učen- cev. Le malo raziskav pa je poskusilo odgovoriti na vprašanje, kako uporaba igrificiranih aplikacij pri obrnjenem poučevanju vpliva na samostojnost učencev nižjih srednjih šol, zlasti pri usvajanju besedišča. Namen naše raziskave je bil proučiti raven samostojnosti učencev nižje srednje šole po izkušnji obrnjenega poučevanja z igrificiranimi aplikacijami ter raziskati, kako ta učni model pod- pira razvoj učenčeve samostojnosti. Izvedli smo kvalitativno študijo primera na več lokacijah in jo podprli z opisnimi kvantitativnimi podatki. V raziskavo je bilo vključenih pet učiteljev angleščine in petdeset učencev osmega razreda iz petih nižjih srednjih šol v Bandar Lampungu v Indoneziji. Uporabili smo dve glavni raziskovalni metodi: vprašalnik o učenčevi samostojnosti in polstruk- turiran skupinski intervju. Podatke smo zbrali po 20-tedenskem obrnjenem učenju besedišča, pri katerem so učenci uporabljali aplikaciji Edpuzzle in Kahoot!. Rezultate ankete smo analizirali z uporabo opisne statistike v programu SPSS različice 26, podatke iz intervjujev pa smo analizirali tematsko. Rezultati raziskave kažejo na dosledno visoko raven učenčeve samostojnosti na petih področjih. Tematska analiza je pokazala tri ključne vidike, ki podpirajo razvoj učenčeve samostoj- nosti: učenje v lastnem tempu, sledenje lastnemu napredku in nenehno prejemanje povratnih in- formacij. Ti rezultati potrjujejo, da lahko uporaba igrificiranih aplikacij pri obrnjenem poučevanju 107T. Hastomo, Y Basthomi, U. Widiati, F. M. Ivone, E. L. Zen: EXPLORING FLIPPED CLASSROOM ... spodbuja učenčevo samostojnost pri usvajanju besedišča. Na podlagi izsledkov raziskave pripo- ročamo širšo uporabo metode obrnjenega poučevanja z igrificiranimi aplikacijami za spodbujanje neodvisnega učenja pri učencih angleščine kot tujega jezika. Ključne besede: obrnjeno poučevanje, igrificirana aplikacija, nižja srednja šola, samostojnost učenca, učenje besedišča 1 INTRODUCTION Teachers are encouraged to incorporate creative and innovative teaching strategies in their classrooms to enhance the quality of learning. Technology has now become integral to our lives, and language education is no exception to this trend. Technology has been found to accelerate learning in English language education (Gozali & Cahyono, 2022), and also stimulates educators to adapt their teaching techniques, styles, and materials to meet evolving learning needs and preferences (Zhang & Fang, 2022). One of the approaches for incorporating technology into the educational process is using a flipped classroom, and this approach facilitates the development of students’ reading abilities by applying the fundamental concepts of independent learning at home (Ramadhani et al., 2019). The rapid growth of the flipped classroom as an instructional method can be attribut- ed to the extensive utilization of the Internet and social media (Hao, 2016). This acceler- ation has brought about a fundamental change in educational technology and shifted the balance of student learning away from traditional teacher-centric methods (Schmidt & Ralph, 2016). As a result, students gain more autonomy and empowerment because they can collaborate with their peers or teams (Blair et al., 2015). They can be in active, pro- ject-based learning that encourages the development of critical thinking, creative prob- lem-solving, and teamwork skills (Dias-Oliveira et al., 2024). In this approach, students independently research the subject matter by accessing online materials. Flipped class participants can access and study these materials at their own pace outside regular class hours. They apply the knowledge gained from these materials during practical classroom activities planned by the teacher. They often initiate group discussions and exchange in- sights through online platforms (Hsieh et al., 2016). In a flipped lesson, students engage in hands-on learning activities and can interact in person during class time. This approach allows them to collaborate, exchange ideas, and participate in group work, making the most of their face-to-face time in school as active learning occurs. Several experts have conducted multiple studies on flipped teaching, exploring var- ious aspects of English language skills. Using a flipped approach through collaborative learning activities could be considered a viable option for enhancing the cohesion of EFL students in their writing (Andewi & Hastomo, 2022). Meanwhile, most students reported favourable encounters with the flipped classroom, highlighting heightened preparation 108 VESTNIK ZA TUJE JEZIKE/JOURNAL FOR FOREIGN LANGUAGES before class, improved real-time feedback, increased motivation, interaction, engage- ment, practice, and a greater sense of self-efficacy following the writing class (Su Ping et al., 2019). Amiryousefi (2019) examined the potential of flipped learning to enhance stu- dents’ listening and speaking skills and provided suggestions and practical implications for improvement, while Tse et al. (2019) explored using flipped class instruction to pro- mote the completion of reading assignments. However, despite these promising results, some scholars have also identified challenges in implementing flipped learning, such as students’ difficulty in adapting to the increased responsibility for out-of-class prepara- tion, unequal access to digital resources, and time constraints for teachers in preparing interactive materials (Slamet et al., 2025). Previous studies, such as those by Andewi and Hastomo (2022), Su Ping et al. (2019), and Amiryousefi (2019), have used the flipped classroom to teach various English skills, but few have explored its use in teaching vo- cabulary. This underscores a research gap in investigating the flipped classroom as an approach to teaching vocabulary. Among the tools that can be used for teaching vocabulary are gamified applications, which are becoming more popular in EFL education, especially for learning vocabulary, although they are also effective in improving listening, reading, speaking, and writing skills (Waluyo & Tran, 2023). Vocabulary proficiency plays a foundational role in learn- ing a new language, as it underpins learners’ skills in listening, reading, speaking, and writing (Dronjic, 2019), and a lack of vocabulary can hinder the acquisition of other language skills (Warnby, 2023). However, many EFL learners often encounter challeng- es in learning vocabulary, and find it time-consuming when it comes to memorization and long-term retention (Nation, 2006). One helpful way to address these issues is to use gamified software, which may transform what could otherwise be a dull educational process into an engaging one. Several studies have been carried out to examine the various effects of using gami- fied applications in an ELT context. The majority of these have documented the educa- tional benefits of using gamified applications for vocabulary acquisition by using a range of study methodologies, including gains in learning performance (Waluyo & Leal, 2021), improvement of creativity (Fortunato et al., 2021), reduction of anxiety (Weissheimer et al., 2019), an increase of interest (Wu & Huang, 2017), improvement of a learning ex- perience (Kaban, 2021), and students’ engagement (Qiao et al., 2023). Previous research has explained that these applications can help students improve their English language skills. However, limited research has explored how these applications influence students’ autonomy in their learning. Several studies have explored integrating gamified applications into flipped class- rooms for various educational settings in Indonesia. Fithriani (2021) confirmed a posi- tive effect on learning outcomes and enjoyment of learning when using such tools with adult EFL students, and they have also been found to be user-friendly and valuable for enhancing engagement among college students (Janssen & Prasetiyowati, 2018). A study 109T. Hastomo, Y Basthomi, U. Widiati, F. M. Ivone, E. L. Zen: EXPLORING FLIPPED CLASSROOM ... by Purnama et al. (2023) indicated that this integration serves as a solution for teachers to teach vocational high school students vocabulary. Additionally, integrating gamified applications into the flipped classroom approach positively impacts high school students’ reading comprehension (Priyanti et al., 2019). Previous research supports the significance and flexibility of incorporating the flipped classroom approach into game-based learning environments across various educational levels in Indonesia. However, despite the studies noted above, there is a significant lack of research on this integration among junior high school students. This study thus addresses the existing gap in the literature, which primarily focuses on EFL learners among high school stu- dents, college students, and adults, while overlooking the context of junior high school students. Investigating the implementation of a flipped classroom with a gamified appli- cation to influence learner autonomy among junior high school students is essential to better understand the unique challenges and benefits pertinent to this age group. There- fore, this study attempts to answer the following questions: 1. What is the level of student learner autonomy among junior high school stu- dents after using a flipped classroom with a gamified application? 2. How does integrating a gamified application within a flipped classroom en- hance learner autonomy among junior high school students? 2 METHOD 2.1 Research Design This study employed a qualitative multi-site case study design, supported by descrip- tive quantitative data (Creswell, 2012). The research explored how integrating gami- fied applications within a flipped classroom fosters learner autonomy among junior high school students. Five schools were involved to ensure contextual diversity. Quantitative data from learner autonomy questionnaires were analysed descriptively to provide an overview of autonomy levels. Meanwhile, qualitative data from semi-structured group interviews were thematically analysed to capture students’ perceptions and experiences. This approach enabled the researchers to gain both broad and in-depth insights into how instructional design supported students’ independent learning practices in English vocab- ulary instruction. 2.2 Participants This study involved five EFL teachers and 50 eighth-grade junior high school students from several nationally accredited ‘A’ category schools in Bandar Lampung, Indonesia, ensuring a consistent standard of institutional quality. The teacher participants – three 110 VESTNIK ZA TUJE JEZIKE/JOURNAL FOR FOREIGN LANGUAGES women and two men – had six to 15 years of teaching experience, held at least a bache- lor’s degree in English education, and were familiar with technology-assisted instruction. The student participants, aged 13 to 14, included 28 girls and 22 boys. Based on national curriculum alignment and school placement test results, they were classified at the A2 level of the Common European Framework of Reference for Languages (CEFR), and had minimal prior exposure to flipped classroom practices. All participants were select- ed through purposive criterion sampling, which involved choosing individuals who met specific and relevant characteristics aligned with the study’s objectives (Patton, 2002). Teachers had to be willing to participate and able to implement flipped teaching for vo- cabulary instruction. Students had to be members of the classes where these teachers applied the flipped teaching model and had to consent to participate in the study. 2.3 Instruments This study employed two primary instruments to collect data: questionnaires and semi-structured group interviews. To measure students’ learner autonomy after participat- ing in the flipped classroom environment, a validated questionnaire was given to all 50 student participants. The items were translated into Indonesian for clarity, and a five-point Likert scale was used. The reliability of the questionnaire was confirmed with a Cronbach’s Alpha of 0.87. Exploratory Factor Analysis (EFA) using SPSS version 26 showed good construct validity, with a KMO value of 0.81 and a significant result on Bartlett’s Test (p < .001). Three factors had eigenvalues above 1, and all item loadings were higher than 0.50. Semi-structured group interviews were also conducted with students, with one group from each school. These interviews explored students’ perceptions of autonomy development during the intervention. The questions were adapted from Nguyen and Habók’s (2021) framework and reviewed by three TEFL experts to ensure content validity. The interviews covered learning management, use of feedback, and independent vocabulary practice. 2.4 Data Analysis The researchers analysed data from learner autonomy questionnaires and group interviews to address the research questions. The questionnaire data were processed using SPSS ver- sion 26 to calculate means and standard deviations for five aspects of learner autonomy. The reliability and validity of the instrument were supported by a Cronbach’s Alpha value of 0.87. Exploratory Factor Analysis showed a KMO value of 0.81, a significant result from Bartlett’s Test (p < .001), and factor loadings above 0.50. The transcripts from the group interviews were analysed using thematic analysis based on the six-phase model by Braun et al. (2015). This analysis identified three main themes that showed students’ views on how the flipped classroom with gamified applications supported their learner autonomy. These themes were self-paced learning, progress tracking, and continuous feedback. 111T. Hastomo, Y Basthomi, U. Widiati, F. M. Ivone, E. L. Zen: EXPLORING FLIPPED CLASSROOM ... 2.5 Context and Procedures This study was conducted in five nationally accredited junior high schools in Bandar Lampung, Indonesia, all holding an ‘A’ accreditation rating that signifies high institution- al quality. Following initial orientation and support from the research team, participating English teachers independently developed lesson plans and selected learning materials, including gamified platforms such as Edpuzzle and Kahoot!, to facilitate flipped vocab- ulary instruction. In the flipped model, out-of-class learning materials were accessed by students independently to build foundational vocabulary knowledge. Teachers conducted interactive activities during in-class sessions such as discussions, vocabulary exercis- es, and group collaboration to reinforce learning. Researchers observed and documented both out-of-class and in-class processes to evaluate the implementation and its contribu- tion to students’ learner autonomy. Approximately 60% of the sessions over 20 weeks implemented the flipped model with consistent use of gamified applications. Building on this implementation, the lesson plans emphasized the use of gamified learning tools, particularly Edpuzzle and Kahoot!, to support vocabulary acquisition. Figure 1: Edpuzzle vocabulary learning game These tools were selected due to their ease of use, accessibility, and compatibility with the flipped learning model. Before using Edpuzzle, students received training on how to use the platform, watch interactive videos, and answer the questions included in the videos. As shown in Figure 1, this platform allowed students to control their learning pace and included features to replay or pause the videos. Kahoot!, as seen in Figure 2, was used during classroom activities to help students answer vocabulary quizzes in real time using digital devices. When students gave correct answers, the system provided instant feedback and praise. Incorrect answers led to notifications and suggestions for 112 VESTNIK ZA TUJE JEZIKE/JOURNAL FOR FOREIGN LANGUAGES improvement. These features helped to increase student engagement, motivation, and responsibility for their learning. Teachers supported the learning process by giving clear explanations after each game to help students better understand the vocabulary. To fur- ther examine how this model functioned in practice, classroom observations were con- ducted to capture the instructional flow and student engagement. Figure 2: Kahoot! vocabulary learning game Classroom observations revealed a structured instructional flow beginning with re- views of students’ out-of-class activities, including video lessons and quizzes. Teachers facilitated reflections on students’ learning experiences and challenges, often prompting collaborative discussions to address comprehension difficulties. Teachers acted as facil- itators during in-class sessions, encouraging students to share interpretations of new vo- cabulary introduced through gamified tools. Students were prompted to actively engage in their learning by asking questions, seeking clarification, and collaborating with peers. The practice phase followed, where students applied vocabulary through structured exer- cises tailored to their proficiency levels. 3 FINDINGS 3.1 The level of students’ learner autonomy To answer the first research question, the researchers administered a survey questionnaire to the 50 student participants to assess their level of learner autonomy after implement- ing a flipped classroom with gamified applications. A pre-test was not conducted, as the study aimed to describe the post-intervention level of learner autonomy rather than track changes over time. The focus was on understanding the extent to which students demon- strated autonomy following their flipped learning experience. 113T. Hastomo, Y Basthomi, U. Widiati, F. M. Ivone, E. L. Zen: EXPLORING FLIPPED CLASSROOM ... Table 1: Interpretation Criteria Mean Range Criteria 4.3 - 5.0 Very high 3.5 – 4.2 High 2.7 – 3.4 Moderate 1.9 – 2.6 Low 1.0 – 1.8 Very low Table 1 above presents the interpretation criteria used to categorize students’ learner autonomy level based on their questionnaire responses. These criteria were adapted from Best and Kahn (2006), who proposed standard mean score classifications for Likert-scale data in educational research. The questionnaire in this study consisted of 26 items and demonstrated good internal consistency and construct validity, as supported by Explora- tory Factor Analysis. Table 2: The Results of the Survey Questionnaire on Learner Autonomy No. Statement Total Respondents Mean SD Criteria A. Assessment of the English teacher's objectives and expectations 1 I have a clear comprehension of the learning objectives established by the teachers. 50 3.97 0.82 High 2 I can easily align the teacher's goals with my learning objectives. 50 3.83 0.77 High 3 I fully understand the significance of adopting the teacher's objectives and applying effort to attain them. 50 3.93 0.73 High 4 I clearly understand the teacher's intentions during in-class learning activities. 50 3.94 0.79 High 5 Maintaining pace with the teacher's instructions during class is effortless. 50 3.82 0.79 High B. Assessment of setting learning objectives and creating study plans 6 Apart from the assignments provided by the teacher, I have a well-defined self-study plan. 50 3.95 0.81 High 7 While studying English vocabulary, I set realistic goals based on my proficiency level. 50 3.92 0.72 High 8 I excel at adapting my study plans as I make progress. 50 3.82 0.76 High 9 I am an expert at devising a feasible study timetable for myself. 50 3.84 0.80 High 10 I am skilled at defining study objectives following the class's outlined requirements. 50 3.87 0.72 High 114 VESTNIK ZA TUJE JEZIKE/JOURNAL FOR FOREIGN LANGUAGES No. Statement Total Respondents Mean SD Criteria C. Assessment of the implementation of learning strategies 11 I have a thorough understanding of the learning strategy. 50 3.88 0.77 High 12 I can purposefully utilize efficient strategies to enrich my English vocabulary 50 3.90 0.72 High D. Assessment of the capability to oversee the utilization of learning strategies 13 I can actively oversee the application of writing strategies during practice. 50 3.89 0.74 High 14 I am capable of identifying and resolving issues in my study methods. 50 3.85 0.81 High 15 I am aware of the feasibility of my study approach. 50 3.82 0.76 High 16 If I recognize that my study method is ineffective, I quickly identify a more suitable one. 50 3.86 0.79 High E. Assessment of the English Vocabulary activity 17 I actively seize opportunities outside of class to enhance my English vocabulary. 50 4.04 0.99 High 18 I work diligently to address emotional barriers that might impede my English vocabulary development. 50 3.94 0.81 High 19 I utilize various learning resources like the library, the internet, dictionaries, etc., to enhance my English vocabulary. 50 4.14 0.82 High 20 Integrating newly acquired English knowledge into practical usage comes naturally to me. 50 3.97 0.86 High 21 I frequently engage in collaborative study sessions through language partners or group study and review with classmates. 50 4.03 0.71 High 22 While practicing English vocabulary, I can identify and rectify my mistakes. 50 4.03 0.71 High 23 When I spot errors, I also comprehend the underlying causes behind them. 50 3.98 0.72 High 24 I employ effective methods to enhance my language learning. 50 3.94 0.73 High 25 While completing an English vocabulary task, I adhere to my predetermined plan. 50 3.88 0.74 High 26 While completing an English vocabulary task, I regularly assess and rectify my understanding of previously studied material. 50 3.93 0.72 High In Table 2, the researchers employed five variables to assess the degree of learner autonomy about the English teacher’s goals and expectations. The mean score for each indicator shows a consistently high level of learner autonomy reported by students 115T. Hastomo, Y Basthomi, U. Widiati, F. M. Ivone, E. L. Zen: EXPLORING FLIPPED CLASSROOM ... across all five aspects. The second aspect, which includes five indicators related to setting learning objectives and formulating study strategies, also yielded mean scores above 3.80. In the third aspect, which concerns the implementation of learning strate- gies, and the fourth aspect, which focuses on monitoring those strategies, students also reported high mean scores exceeding 3.80. The fifth aspect, consisting of ten items related to English vocabulary activities in the gamified flipped classroom, showed sim- ilarly high results. However, these findings should be interpreted with caution, as the relatively young age of the participants, their limited experience with self-reflection, or contextual factors such as educational culture, may have influenced the responses provided in the questionnaire. 3.2 The role of a gamified application in a flipped classroom in supporting the development of students’ learner autonomy Furthermore, during the group interview session, the researchers divided the students into five groups based on their schools. Each group was asked semi-structured questions to explore students’ experiences with gamified applications in a flipped classroom and how these experiences influenced their learner autonomy. Sample questions included: “How do you manage your vocabulary learning outside of class?”, “What role does the gamified application play in your learning?” and “How do you respond to platform or teacher feedback?” To ensure the trustworthiness of the interview questions, three TEFL experts reviewed them for clarity, relevance, and alignment with the dimensions of learn- er autonomy based on Nguyen and Habók (2021). The same guiding questions were used across all five groups to maintain consistency. Interviews were audio-recorded with participants’ consent and transcribed verbatim to ensure accuracy in the analysis. The results of the group interviews revealed that their experience with gamified applications in English classes employing the flipped teaching method supported the development of their learner autonomy. Thematic analysis was used to explore how gamified applications supported learner autonomy in the flipped classroom context. To support the qualitative findings, frequency data were also compiled to show how many students across the five groups referenced each theme. Table 3 presents the number and percentage of students who mentioned each theme during the interviews, providing an overview of the distribu- tion of responses among the 50 participants. Table 3: Frequency and Percentage of Student Responses Sub-theme Frequency (n) Percentage (%) Self-paced learning 42 84% Progress tracking 37 74% Continuous feedback 33 66% 116 VESTNIK ZA TUJE JEZIKE/JOURNAL FOR FOREIGN LANGUAGES Self-paced learning is the first contribution of a gamified flipped classroom to en- hance students’ learner autonomy. A student in Group 1 said that: “Edpuzzle helped me learn at my own pace and prepare better for class.” According to the answers from the students in Group 1, they felt highly engaged and empowered with the introduction of the flipped teaching method and gamified apps. Incorporating self-paced learning through tasks like watching videos and completing quizzes on Edpuzzle is reported to be consist- ently effective in the literature. When watching the instructional videos, the students felt a sense of diligence in taking notes on key points and challenging vocabulary. The results with regard to this activity demonstrate that the students adopted an active approach to their learning, and their eagerness to apply the newly learned material in class discussions further underscores their involvement with it. One of the teachers echoed this student observation, who noted a significant shift in student preparation habits since implementing Edpuzzle. The teacher stated, “Before, many students would come to class without knowing the material. But now, they arrive with notes, questions, and even examples they want to discuss.” The teacher highlighted how the asynchronous video learning allowed students to engage with the material at their own pace, which in turn helped them develop better focus and accountability. As a result, classroom discussions became richer and more interactive, with students taking the lead in elaborating on vocabulary items introduced in the video. Additionally, the researchers discovered that progress tracking improved the stu- dents’ learner autonomy. A member from Group 2 stated: “Kahoot! lets me track my vocabulary progress and try to get better each time.” According to the interviews, the students were satisfied with using Kahoot! to acquire new English vocabulary, as it en- abled them to enjoy the learning process. The students can also track their performance and set goals using the platform. Empowering students to assume responsibility for their learning encourages a sense of accountability and mastery. The self-directed method not only increases engagement but also improves the self-paced language learning experi- ence for the students. From the teachers’ perspective, this tracking system provided an unexpected moti- vational tool. One teacher remarked, “Some students started comparing their scores from one session to the next and would ask how they could improve. That level of reflection was new.” The teacher also noted that students who were usually reserved became more involved once they saw tangible evidence of their improvement. These insights suggest that progress tracking via gamified applications supports autonomy and fosters a growth mindset among learners. The last aspect of improving student learner autonomy in this study is through con- tinuous feedback. A participant in Group 3 expressed the following: “The feedback from Kahoot! helps me know what I got wrong and fix it right away.” The students were active- ly involved and dedicated to improving their English vocabulary by using the feedback features in Kahoot!, and these thus facilitated the acquisition of new vocabulary, as the 117T. Hastomo, Y Basthomi, U. Widiati, F. M. Ivone, E. L. Zen: EXPLORING FLIPPED CLASSROOM ... students could recognize and acknowledge their mistakes, and were thus better able to address them. Kahoot! acts as a tool for enhancing vocabulary and engaging learning environments for students. This was confirmed by the teachers, as one instructor emphasized the immediate impact of Kahoot!’s feedback features: “Students didn’t wait for me to point out mistakes anymore – they started discussing them with each other right after the quiz ended.” She added that students began to take the initiative in correcting errors and even revisited vo- cabulary independently. This shift in behaviour reflected the students’ increased metacog- nitive awareness and a stronger sense of responsibility for their learning outcomes, two key indicators of learner autonomy. 4 DISCUSSION This study assessed five aspects of learner autonomy, as presented in Table 2. The find- ings revealed that students demonstrated a consistently high level of autonomy when en- gaging with the flipped classroom model integrated with gamified applications. This re- sult aligns with earlier research by Zainuddin (2018), highlighting that flipped instruction fosters learner autonomy by blending online video lessons with interactive in-class learn- ing. Furthermore, Gavranović (2017) emphasized that transitioning from teacher-centred lectures to out-of-class preparation activities requires students to engage more actively in their learning, ultimately strengthening their autonomy. Consistent with these findings, the current study revealed that the students managed their learning and monitored and evaluated their understanding throughout the instructional process, reflecting a strong foundation for self-directed learning behaviours. To build upon these outcomes, the integration of gamified features within the flipped classroom model appeared to reinforce students’ independent learning skills. Using plat- forms like Edpuzzle and Kahoot! offered students more control over their learning ex- periences by incorporating real-time feedback, progress monitoring, and the ability to revisit instructional content. These features encouraged learners to take responsibility for their progress and decide how to approach vocabulary tasks more strategically. Research by Aybirdi et al. (2023) supports the idea that this learning design enhances students’ sense of ownership, motivation, and discipline. Additionally, gamification created an en- gaging and supportive classroom environment, allowing students to collaborate, explore content creatively, and develop long-term learning strategies that promote autonomy and sustained interest in language learning. The results from the group interviews further confirmed how gamified applications supported learner autonomy through three core themes identified in the thematic analysis: self-paced learning, progress tracking, and continuous feedback. The students described self-paced learning as one of the most beneficial aspects of the flipped classroom model. 118 VESTNIK ZA TUJE JEZIKE/JOURNAL FOR FOREIGN LANGUAGES They reported that watching instructional videos independently, pausing to take notes, and reviewing unfamiliar vocabulary before coming to class helped them feel more pre- pared and in control of their learning. This finding corresponds with the results reported by Jang and Kim (2020), highlighting how flipped classrooms empower students to reg- ulate their learning pace and prepare more effectively for classroom interaction. In the current study, the students viewed this flexibility not as a passive experience, but as an opportunity to take the initiative in their vocabulary learning. In addition to self-pacing, the students found that the progress tracking features with- in the gamified tools motivated them to set learning goals and assess their improvement over time. Kahoot! enabled learners to see their scores immediately and reflect on areas needing improvement, thereby encouraging personal accountability. This is consistent with the findings of Gündüz and Akkoyunlu (2020) and Sailer and Sailer (2021), who ar- gue that gamified tracking systems help sustain engagement and foster learner autonomy by making performance visible and actionable. In this context, students viewed progress tracking as a motivational tool, and a critical component of their ability to regulate their learning strategies and outcomes. The final theme identified in the analysis was the value of continuous feedback. The students emphasized that immediate feedback from platforms such as Kahoot! helped them understand errors and identify what to improve in future tasks. More importantly, they used this feedback to reflect on the causes of their mistakes and adjust their learning approaches. These findings resonate with Ekici (2021), who noted that gamified feedback mechanisms promote self-regulated learning by encouraging students to take corrective action based on performance data. Within this study, feedback was not merely received passively but was used to develop metacognitive awareness and improve language skills, particularly when learning vocabulary. 5 CONCLUSION This study investigated the use of a flipped classroom combined with gamified appli- cations for teaching vocabulary to junior high school students and examined how this approach supported the development of learner autonomy. The findings revealed that students demonstrated a high level of learner autonomy across five dimensions: goal setting, strategy use, monitoring, and engagement in vocabulary activities. The flipped model was implemented in two phases: out-of-class activities with Edpuzzle and in-class sessions using Kahoot!. The students responded positively to this approach, particularly in managing their learning. Thematic analysis of the interview data identified three im- portant factors that contributed to learner autonomy. These were self-paced learning, pro- gress tracking, and continuous feedback. These elements encouraged students to become more responsible and reflective in their learning processes. 119T. Hastomo, Y Basthomi, U. Widiati, F. M. Ivone, E. L. Zen: EXPLORING FLIPPED CLASSROOM ... The results of this study suggest that integrating gamified applications within a flipped classroom can support the development of learner autonomy in English language learning. Teachers and curriculum designers may consider this approach to promote ac- tive and independent learning, especially in vocabulary instruction. However, this study has several limitations. It focused only on vocabulary and involved a small group of students from one city. The study also relied on self-reported data, which may be affected by student perceptions. Future research should include a broader range of language skills, more diverse educational settings, and longitudinal designs to better understand the long- term effects of this instructional approach on learner autonomy. BIBLIOGRAPHY Amiryousefi, M. (2019). The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement. Innovation in Language Learning and Teaching, 13(2), 147–161. https://doi.org/10.1080/175012 29.2017.1394307 Andewi, W., & Hastomo, T. (2022). Effect of Using Flipped Classroom for Teaching Writing Based on Students’ Motivation: A Quasi-Experimental Research. Premise: Journal of English Education and Applied Linguistics, 11(3), 615–631. https://doi. org/10.24127/PJ.V11I3.5511 Aybirdi, N., Efe, H., & Atasoy Şal, Ç. (2023). The Impact of Flipped Learning on L2 Learners’ Achievements: A MetaAnalysis. Shanlax International Journal of Educa- tion, 11(1), 41–60. Best, W.J., & Kahn, V.J. (2006). Research in education. Pearson Education. Blair, E., Maharaj, C., & Primus, S. (2015). Performance and perception in the flipped classroom. Education and Information Technologies 2015 21:6, 21(6), 1465–1482. https://doi.org/10.1007/S10639-015-9393-5 Braun, V., Clarker, V., & Rance, N. (2015). How to use thematic analysis with interview data. In A. Vossler & N. Moller (eds.), The Counselling & Psychotherapy Research Handbook (pp. 183–197). Sage. https://doi.org/10.4135/9781473909847.n13 Creswell, J.W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research. Pearson Education. Dias-Oliveira, E., Pasion, R., Vieira da Cunha, R., & Lima Coelho, S. (2024). The devel- opment of critical thinking, team working, and communication skills in a business school–A project-based learning approach. Thinking Skills and Creativity, 54, 1–13. https://doi.org/10.1016/j.tsc.2024.101680 Dronjic, V. (2019). How (Not) to Teach English Vocabulary. The CATESOL Journal, 31(1), 29–54. 120 VESTNIK ZA TUJE JEZIKE/JOURNAL FOR FOREIGN LANGUAGES Ekici, M. (2021). A systematic review of the use of gamification in flipped learning. Ed- ucation and Information Technologies, 26(3), 3327–3346. https://doi.org/10.1007/ S10639-020-10394-Y/TABLES/5 Fithriani, R. (2021). The Utilization of Mobile-assisted Gamification for Vocabulary Learning: Its Efficacy and Perceived Benefits. Computer Assisted Language Learn- ing Electronic Journal, 22(3), 146–163. Fortunato, M., Moreira, A., & Simöes, A.R. (2021, September). Gamifying Reading and Writing in Collaborative EFL Primary Education. European Conference on Games Based Learning. Gavranović, V. (2017). Enhancing learners’ autonomy through flipped classes. Proceed- ings Sinteza 2017: International Scientific Conference on Information Technology and Related Research, 498–502. Gozali, I., & Cahyono, B.Y. (2022). Studentsʼ perspective on the importance of EFL teachersʼ TPACK (technological pedagogical content knowledge) and XK (con- textual knowledge) for learning English during the pandemic. PASAA Journal, 64, 244–277. https://harrt.in.th/handle/123456789/1465 Gündüz, A.Y., & Akkoyunlu, B. (2020). Effectiveness of Gamification in Flipped Learn- ing. SAGE Open, 10(4). https://doi.org/10.1177/2158244020979837/ASSET/IM- AGES/LARGE/10.1177_2158244020979837-FIG9.JPEG Hao, Y. (2016). Exploring undergraduates’ perspectives and flipped learning readiness in their flipped classrooms. Computers in Human Behaviour, 59, 82–92. https://doi. org/10.1016/J.CHB.2016.01.032 Hsieh, J.S.C., Wu, W.C.V., & Marek, M. W. (2016). Using the flipped classroom to en- hance EFL learning. Computer Assisted Language Learning, 30(1–2), 1–21. https:// doi.org/10.1080/09588221.2015.1111910 Jang, H.Y., & Kim, H.J. (2020). A Meta-Analysis of the Cognitive, Affective, and Inter- personal Outcomes of Flipped Classrooms in Higher Education. Education Sciences 2020, 10(4), 115. https://doi.org/10.3390/EDUCSCI10040115 Janssen, A.R., & Prasetiyowati, M.I. (2018). Gamifying student routines to improve cam- pus experience through mobile application in Indonesia. International Journal of Engineering and Technology, 7(4), 85–89. Kaban, A.L. (2021). Gamified E-Reading Experiences and Their Impact on Reading Comprehension and Attitude in EFL Classes. International Journal of Mobile and Blended Learning, 13(3), 71–90. https://doi.org/10.4018/IJMBL.2021070105 Nation, I.S.P. (2006). How large a vocabulary is needed for reading and listening? Cana- dian Modern Language Review, 63(1), 59–82. Nguyen, S. Van, & Habók, A. (2021). Designing and validating the learner autonomy percep- tion questionnaire. Heliyon, 7(4), 1–11. https://doi.org/10.1016/j.heliyon.2021.e06831 Patton, M.Q. (2002). Qualitative research and evaluation methods (3rd ed.). Sage Publications. 121T. Hastomo, Y Basthomi, U. Widiati, F. M. Ivone, E. L. Zen: EXPLORING FLIPPED CLASSROOM ... Priyanti, N.W.I., Santosa, M.H., & Dewi, K.S. (2019). Effect of Quizizz Towards the Eleventh-Grade English Students’ Reading Comprehension in Mobile Learning Context. Language and Education Journal Undiksha, 2(2), 71–80. Purnama, L., Hastomo, T., & Nurchurifiani, E. (2023). Assessing the Efficacy of Du- olingo for Acquiring English Vocabulary Skills: Experimental Research. Journal of English Teaching, Applied Linguistics and Literatures (JETALL), 6(2), 193–200. Qiao, S., Chu, S.K.W., & Yeung, S.S. Sze. (2023). Understanding how gamification of English morphological analysis in a blended learning environment influences students’ engagement and reading comprehension. Computer Assisted Language Learning, , 38(4), 831–864. https://doi.org/10.1080/09588221.2023.2230273 Ramadhani, R., Umam, R., Abdurrahman, A., & Syazali, M. (2019). The Effect of Flipped-Problem Based Learning Model Integrated With LMS-Google Classroom for Senior High School Students. Journal for the Education of Gifted Young Scien- tists, 7(2), 137–158. https://doi.org/10.17478/JEGYS.548350 Sailer, M., & Sailer, M. (2021). Gamification of in-class activities in flipped classroom lectures. British Journal of Educational Technology, 52(1), 75–90. https://doi. org/10.1111/BJET.12948 Schmidt, S.M.P., & Ralph, D.L. (2016). The Flipped Classroom: A Twist on Teach- ing. Contemporary Issues in Education Research (CIER), 9(1), 1–6. https://doi. org/10.19030/CIER.V9I1.9544 Slamet, J., Basthomi, Y., Ivone, F.M., & Eliyanah, E. (2025). A needs analysis for de- signing a gamification-based MOOC in English for specific purposes. Studies in Linguistics, Culture, and FLT, 13(1), 120–139. https://doi.org/10.46687/ULRS1031 Su Ping, R. L., Verezub, E., Adi Badiozaman, I. F. bt, & Chen, W. S. (2019). Tracing EFL students’ flipped classroom journey in a writing class: Lessons from Malaysia. Innovations in Education and Teaching International, 57(3), 305–316. https://doi.or g/10.1080/14703297.2019.1574597 Tse, W.S., Choi, L.Y.A., & Tang, W.S. (2019). Effects of video-based flipped class in- struction on subject reading motivation. British Journal of Educational Technology, 50(1), 385–398. https://doi.org/10.1111/BJET.12569 Waluyo, B., & Leal, J. (2021). The Impact of Gamified Vocabulary Learning Using Qui- zlet on Low-Proficiency Students. Computer-Assisted Language Learning Electronic Journal, 22(1), 158–179. https://www.callej.org/journal/ 22-1/Waluyo-Bucol2021.pdf Waluyo, B., & Tran, H.M. (2023). Implementing gamified vocabulary learning in asynchronous mode. TEFLIN Journal, 34(1), 136–156. https://doi.org/10.15639/ TEFLINJOURNAL.V34I1/136-156 Warnby, M. (2023). Academic vocabulary knowledge among adolescents in university preparatory programmes. Journal of English for Academic Purposes, 61, 101203. https://doi.org/10.1016/J.JEAP.2022.101203 122 VESTNIK ZA TUJE JEZIKE/JOURNAL FOR FOREIGN LANGUAGES Weissheimer, J., Geizy, J., De Souza, M., Pedro, J., Antunes, L., Silva, N., & Filho, S. (2019). Gamification and L2 vocabulary learning: The Vocabox Experience in the Languages without Borders Program. Revista Linguagem & Ensino, 22(4), 1136– 1154. https://doi.org/10.15210/RLE.V22I4.16453 Wu, T.T., & Huang, Y.-M. (2017). A mobile game-based English vocabulary practice system based on portfolio. Educational Technology & Society, 20(2), 265–277. https://www.j-ets.net/collection/published-issues/20_2 Zainuddin, Z. (2018). Students’ learning performance and perceived motivation in gam- ified flipped-class instruction. Computers & Education, 126, 75–88. https://doi. org/10.1016/J.COMPEDU.2018.07.003 Zhang, M., & Fang, X. (2022). Exploring university EFL teachers’ technological ped- agogical content knowledge and teacher efficacy in technology-integrated flipped classroom. SAGE Open, 12(3), 1–15. https://doi.org/10.1177/21582440221116105