THE IMPACT OF GAMIFIED LEARNING ON MOTIVATION AND ACHIEVEMENT AMONG EFL LEARNERS IN UZBEKISTAN
Keywords:
Gamified learning, EFL learners, motivation, achievement, educational technology, game-based learning, student engagement, Uzbekistan.Abstract
This article explores the effects of gamified learning on the motivation and academic achievement of English as a Foreign Language (EFL) learners in Uzbekistan. Gamification, which integrates game elements such as points, badges, leaderboards, and interactive challenges into educational activities, has become an increasingly popular strategy to enhance student engagement and learning outcomes. Using a mixed-methods approach, the study combines quantitative data from achievement tests with qualitative insights from surveys and interviews to evaluate learner motivation, participation, and attitudes toward gamified learning. The findings reveal that gamified strategies significantly increase learners’ intrinsic motivation, promote active participation, and positively influence language acquisition. This research underscores the potential of gamification as an effective pedagogical tool in EFL classrooms, fostering both enjoyment and measurable improvements in academic performance.
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