English Gamification Reading Room

The latest research articles from the field of gamification in English learning.

Ishtvanivna, H.I. & Vasyl'ovych, F.R. (2025). Gamification in English language learning: Insights from empirical research. Retrieved online, July 2025: https://dspace.kmf.uz.ua/jspui/handle/123456789/5088

Abstract: Motivation is crucial for successful foreign language learning, particularly English, given its global importance and role as a lingua franca. While previous research has explored motivation and the integration of gamification, defined as using game elements in non-game environments, in educational settings, there's a notable gap in understanding how it specifically boosts motivation and learning outcomes in English language classes within Transcarpathian secondary schools. In this multilingual environment, traditional teaching methods might not fully meet all student needs. This study addresses this gap by investigating the practical implementation and impact of gamification on student motivation and English language learning among secondary school students in Transcarpathia. We aim to shed light on how these techniques are applied and their effects on student involvement and academic results. The research involved an in-depth analysis of questionnaire responses from 25 secondary English teachers in Transcarpathia, Ukraine. The questionnaire gathered rich insights into teachers' experiences, views, the challenges they face in designing gamified lessons, the frequency of game use, preferred game types, and primary objectives for implementing gamification. Our findings demonstrate that gamification is highly valued and widely integrated into English lessons, with all participating teachers acknowledging its benefits and crucial role in language acquisition. Teachers frequently use adaptable games across all age groups, primarily to enhance active student participation, make lessons more enjoyable, and promote both competition and cooperation. Games were found to significantly boost vocabulary expansion, improve essential language skills, and effectively reinforce learned material. While digital tools are increasingly utilized, traditional methods remain vital, suggesting a blended approach. Further research is needed to pinpoint specific gamified design elements for optimal learning outcomes and to address potential implementation challenges in such contexts.

Piloso-Cedeño, J. & Villafuerte-Holguin, J. (2025). Transition from Regular English Instruction to Bilingual Education: An Experience Using Gamification. Retrieved online, July 2025: https://osf.io/preprints/osf/hy7e9_v1

Abstract: Gamification delivers evidence of being an innovative approach that fosters student engagement and enhances proficiency in language education. This study aims is to examine the effects of gamification on the transition from traditional English language instruction to bilingual education in Manta-Ecuador. It uses an interpretative paradigm and a mixed-method research approach. The participants were 81 students attending a private high school located in Manta-Ecuador. Data collection instruments included flash surveys, focus groups, observation forms, and pre-test/post-test assessments of overall English proficiency. The researcher designed an educational intervention incorporating common gamification elements to reduce non-flow emotions and improve English proficiency. The findings indicate that classrooms using gamification experienced notable improvements. However, the results also revealed that students learn more effectively and experience less stress when activities are not graded. These results highlight the potential of gamification as an effective teaching strategy but also as a means to reduce student stress in high-pressure high school environments. Future research should explore the long-term effects of gamification and its impact on different levels of English proficiency.