GAMIFICATION IN ENGLISH LANGUAGE LEARNING IS MOTIVATING THE DIGITAL GENERATION
Keywords:
Gamification, English language learning, motivation, digital generation, Self-Determination Theory, educational technology, mixed-methods research, communicative competence, learner engagement, digital pedagogy.Abstract
This paper investigates the role of gamification in enhancing motivation and learning outcomes in English language education among secondary school students. The study explores how integrating game-based elements—such as points, badges, leaderboards, and interactive challenges—into the learning process can promote engagement and improve academic performance. Using a mixed-methods quasi-experimental design, data were collected from 60 learners through tests, motivation questionnaires, observations, and interviews. Quantitative results revealed a statistically significant improvement in the experimental group’s language proficiency and motivation compared to the control group. Qualitative findings supported these outcomes, showing increased student confidence, collaboration, and enthusiasm. The research concludes that gamification effectively supports learners’ autonomy, competence, and relatedness, aligning with Self-Determination Theory, and provides a dynamic learning environment suited to the digital generation. Pedagogical recommendations are proposed for integrating gamification into English language classrooms to sustain intrinsic motivation and foster communicative competence.
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