ENGLISH REVIEW: Journal of English Education p-ISSN 2301-7554, e-ISSN 2541-3643

Volume 12, Issue 1, February 2024 https://journal.uniku.ac.id/index.php/ERJEE

UNVEILING STUDENT PERSPECTIVES: EXPLORING THE IMPACT

OF GAMIFICATION IN ENGLISH LANGUAGE TEACHING
S. Rizal Yazid
Madrasah Aliyah Negeri 2 Malang, Malang, Indonesia.
rizalyazid1982@gmail.com

Dwi Fita Heriyawati

Universitas Islam Malang, Postgraduate Program, Indonesia
dwifitaheriyawati@unisma.ac.id

Junaidi Mistar
Universitas Islam Malang, Postgraduate Program, Indonesia
j.mistar@unisma.ac.id

APA sCitation: Yazid, S. R., Heriyawati, D. F., & Mistar, J. (2024). Unveiling student perspectives: Exploring
the impact of gamification in english language teaching. sEnglish sReview: sJournal sof
sEnglish sEducation, s12(1), 137-148. https://doi.org/10.25134/erjee.v12i1.9371

Received: 10-10-2023 Accepted: 14-12-2023 Published: 28-02-2024

Abstract: This study examines the impact of gamification on English language teaching, focusing on student
engagement, motivation, and overall learning experiences. To address a research gap in understanding the
specific effects of gamified learning environments in this context, this qualitative research adopts a case
study design, employing semi-structured interviews with ten students attending Islamic Senior High Schools.
Thematic analysis reveals three main themes: Positive Impact on Engagement and Attitude, Motivation
Through Competition, and Effective and Enjoyable Learning Activities. Participants have observed increased
class attendance, a boost in their enthusiasm, and positive attitudes toward learning English, attributing these
changes to gamification. The findings indicate that gamification not only positively has a beneficial impact
on both student engagement and motivation but also enhances the overall learning environment. Implications
for educators and policymakers involve the potential integration of gamified strategies to create dynamic,
attractive language learning environments. The study provides new insights into the existing body of
knowledge on the use of gamification in education, emphasizing the need for future investigation into its
long-term effects on language competency and cultural contexts.
Keywords: English language teaching; gamification; motivation; student engagement.

INTRODUCTION (CanMese, 2019; Thurairasu, 2022; Yildiz et al.,

The utilization of gamification in the field of 2021). The increase in motivation is frequently
education has received significant recognition in ascribed to the intrinsic pleasure and feeling of
recent times, indicating a more widespread trend accomplishment that students obtain from
toward progressive and student-centered teaching gamified educational experiences. Gamification
methodologies, with diverse effects on different has emerged as a potent strategy to tackle the
aspects of education, such as student engagement, persistent problem of student disengagement,
motivation, and learning outcomes (Ahmad et al., which can impede the efficacy of traditional
2020; Smiderle et al., 2020). Numerous studies instructional methods (Ensmann & Whiteside,
(Bouchrika et al., 2021; Duggal et al., 2021; Tsay 2022; Omar et al., 2022; Pendy, 2023).
et al., 2020; Q. Zhang & Yu, 2022) have In the field of gamification, studies
repeatedly demonstrated that the integration of continually highlight the capacity of this
game components, including challenges, prizes, approach to generate favorable impacts on
and interactive feedback systems, can greatly educational achievements. The strategic
augment student engagement and active incorporation of gamification into the educational
participation in the educational process. curriculum has been shown to enhance students'
Moreover, there is a correlation between understanding, memory, and practical utilization
gamification and heightened motivation, of information (Asmolov & Ledentsov, 2023;
especially in academic disciplines that are Lutfi et al., 2023). The interactive aspect of
typically perceived as difficult or less engaging gamified learning environments fosters active

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Unveiling student perspectives: Exploring the impact of gamification in english language teaching

involvement and the practical application of paragraphs, which includes investigations by

newly gained skills and knowledge. Furthermore, CanMese (2019), Thurairasu (2022), and Yildiz et
the integration of gamified features frequently al. (2021), has primarily concentrated on wider
results in an increased perception of autonomy educational settings or particular academic
and mastery, which are fundamental aspects of disciplines, resulting in a notable gap in the
self-determined learning (Dichev et al., 2020; investigation of the effectiveness of gamification
Dumas Reyssier et al., 2023; Grabner-Hagen & in the realm of English language teaching. This
Kingsley, 2023). These various aspects study aims to address the existing disparity by
collectively contribute to an enriched learning performing a customized inquiry that corresponds
experience and, as a result, lead to more positive to the distinct linguistic and cultural factors
learning outcomes. involved in the teaching of English.
The integration of gamification into Furthermore, this qualitative study thoroughly
educational discussions reflects a larger investigates the perspectives of students on the
movement in educational approaches toward implementation of gamification in English
learner-centered pedagogies (Olugbenga, 2021), language teaching. This study is also aimed to
which aim to revitalize conventional instructional reveal an extensive comprehension of how
methods. In recent years, there has been a students engage with and comprehend
significant increase in scholarly investigations gamification components, examining their
into the complex dynamics of gamification, which experiences, preferences, and difficulties. This
has shed light on its potential as a tool for study seeks to explore the impact of gamification
transformative purposes in the field of education. tactics on students' learning experiences by
Significantly, research has shed light on the delving into the diverse range of opinions among
various ways in which gamified learning students. This is achieved through the utilization
environments, which incorporate aspects such as of in-depth interviews, questionnaires, and
competition, challenges, and quick feedback, observational methodologies. By employing these
promote increased student engagement and research techniques, the study provides a nuanced
participation (Adams & Du Preez, 2022; Alsubhi understanding of the diverse effects of
et al., 2019; Wulantari et al., 2023; Qiao et al., gamification in the context of English language
2023). This phenomenon, frequently described as education. In light of this, the central question of
a state of deep involvement and personal this research is, “How do students perceive and
empowerment, tackles a prevalent issue in the engage with gamification in the context of
field of education, which is how to maintain English language teaching at an Islamic senior
learner engagement and active participation. In high school?
addition, the integration of gamification into
educational interfaces aligns with the METHOD
technological preferences of modern students, The subsequent sections provide a
capitalizing on their inclination towards comprehensive account of the study design, the
interactive and digital experiences. Therefore, the process of selecting participants and collecting
incorporation of gamification serves as a crucial data, the analytical methods employed, and the
solution to address the changing educational factors to be taken into account to ensure the
requirements in the era of digital advancements reliability and credibility of qualitative research.
(Farooq et al., 2022; Pramesworo et al., 2023; In this study, a qualitative research
Lampropoulos et al., 2022; Nikitina & Ishchenko, methodology was used to effectively correspond
2023). with the investigation of individual experiences
Existing scholarly literature conducted by and viewpoints (Creswell & Creswell, 2018).
Ahmad et al. (2020), Smiderle et al. (2020), The complex nature of comprehending the
Bouchrika et al. (2021), Duggal et al. (2021), and influence of gamification in the context of
Tsay et al. (2020) offer rich insights into the English language instruction required the use of
effects of gamification on student engagement and qualitative approaches, especially semi-
motivation in the field of education. However, structured interviews. This research adopts a
there is a significant gap in the context of English case study design to thoroughly explore students'
language teaching, specifically within the experiences with gamification in English
educational framework of Indonesia, especially at language teaching. The selection of a case study
the Islamic senior high school in Kabupaten design is based on its appropriateness for
Malang. Previous research as discussed in prior examining individual viewpoints, allowing for a

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comprehensive investigation of gamification's interest were in the group of participants.

influence on student motivation and engagement The study adhered carefully to ethical
(Takahashi & Araujo, 2020). This methodology standards (Drolet et al., 2023). The researcher
facilitates transparent and sincere dialogues, acquired express consent from the principals of
enabling participants to genuinely express their schools, ensuring their approval. Participants
opinions within the specific context of the study actively participated in the ethical process by
(Ebneyamini & Sadeghi Moghadam, 2018). thoroughly reading, comprehending, and signing a
Ten students from Islamic Senior High permission form that emphasized the voluntary
Schools in Kabupaten Malang, East Java, nature of their involvement and the freedom to
Indonesia, were chosen on purpose based on leave without facing any negative repercussions.
factors related to the study's goals. To give a To ensure the protection of secrecy, pseudonyms
holistic view of the impact of gamification, were allocated to each participant and
selection factors included differences in English systematically employed in all paperwork. The
skill levels. To keep things interesting, the students’ information is presented in Table 1.
participants had already been in gamified
learning settings before. A wide range of English
language learners in the specific setting of

Table 1. Students' information

Pseudonym Age Grade Gender Identity English Proficiency Gamification Experience
Dian 17 Senior High Female Intermediate Gamification contributing
School 11 to renewed interest in
English learning
Aditya 16 Senior High Male Intermediate Positive perception of
School 10 gamified learning as
refreshing and effective
Putri 18 Senior High Female Intermediate Fun and interesting
School 12 experience with gamified
learning in English class
Rizky 17 Senior High Male Intermediate Positive response to
School 11 learning through games in
English class
Bunga 16 Senior High Female Intermediate View of playing video
School 10 games as a fun method for
learning English
Andika 18 Senior High Male Intermediate Enthusiastic response to
School 12 gamification, considering it
a fantastic idea
Siti 17 Senior High Female Intermediate Acknowledgment of the fun
School 11 and engaging twist
gamification adds
Fajar 16 Senior High Male Intermediate Positive opinion on
School 10 gamified learning, injecting
excitement into the process
Rina 18 Senior High Female Intermediate Consideration of gamified
School 12 learning as a cool idea,
emphasizing enthusiasm
Galang 17 Senior High Male Intermediate Recognition of learning
School 11 through gaming as an
enjoyable method, boosting
enthusiasm
Dian 17 Senior High Female Intermediate Gamification contributing
School 11 to renewed interest in
English learning
Semi-structured interviews were carried out primary focus on motivation and engagement. The
between November 13th and November 17th, talks were directed by a series of 10 open-ended
2023. The interviews were conducted to elicit questions. Every interview, which was performed
participants' perspectives on gamification, with a in Bahasa Indonesia, had a duration of around 15-

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Unveiling student perspectives: Exploring the impact of gamification in english language teaching

30 minutes to facilitate a thorough investigation. translations, participants were sent an invitation to

The interviews were systematically recorded, offer comments and recommendations for
transcribed, and subsequently translated into enhancement. The example and focus of the
English to facilitate further investigation questions are presented in Table 2.
(Rosenthal, 2016). To guarantee the precision of

Table 2. Questions and their focus

No Questions Question focus
1 Can you describe your experience with gamified Reflection on personal experience with
learning environments in your English language gamified learning in English classes
classes?
2 What aspects of gamification do you find most Identification of engaging and motivating
engaging or motivating in your English language elements in gamification
learning?
3 In your opinion, how has gamification influenced Assessment of the impact of gamification on
your level of participation and interaction during participation and interaction
English language lessons?
4 Have you noticed any changes in your attitudes or Exploration of changes in attitudes or feelings
feelings towards learning English due to the toward learning English resulting from
implementation of gamification? If so, could you gamification
elaborate on these changes?
5 Can you recall a specific activity or instance within a Identification of specific effective or enjoyable
gamified lesson that you found particularly effective gamified activities and their characteristics
or enjoyable for learning English? What made it
stand out to you?
6 Are there any challenges or difficulties you've Discussion of challenges faced and strategies
encountered while engaging with gamification in employed to overcome them in gamified
English language classes? How have you addressed learning
or overcome these challenges?
7 How do you perceive the relationship between Evaluation of the connection between
gamification and your overall performance in gamification and overall language
learning English? Do you feel it has positively performance, considering positive impacts
impacted your language proficiency?
8 Could you share any suggestions or ideas for Offering recommendations for enhancing the
improving the integration of gamification in English integration of gamification in English
language teaching to enhance the learning language teaching
experience?
9 Have you observed differences in your learning Comparison of learning experiences between
experiences between gamified and traditional gamified and traditional teaching approaches
teaching methods? If so, what are those differences?
10 Is there anything else you'd like to add regarding Opportunity for additional comments or
your experiences with gamification in English insights related to gamification experiences in
language learning? English language learning
The interviews were audio-recorded, over and over again, emerging themes were
transcribed, and anonymized for analysis improved and proven to accurately capture the
(Husband, 2020) ensuring confidentiality. core of the data. This interactive and inductive
Thematic analysis was employed to identify, method made it easier to dig deeper into the
analyze, and report patterns within the data. This material by enabling themes come up naturally
involved a systematic process of familiarization, from the answers of the participants. ’ After
coding, theme development, and constant putting all the interview data into categories, three
comparison (Adeoye-Olatunde & Olenik, 2021). main themes were found. These themes
In this study, the researcher did several actions encompass (1) Positive Impact on Engagement
using an inductive theme analysis. The first step and Attitude, (2) Motivation Through
was to get involved with the data by reading and Competition, and (3) Effective and Enjoyable
rereading the interview records. After that, the Learning Activities. The example of data analysis
researcher used a coding method to systematically is presented in Table 3.
find patterns and ideas that were related to the
participants' experiences. By comparing things

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Table 3. Example of data analysis

Quotes of Participants Codes Themes
"Our English classes have seen a significant increase Increased Positive Impact on Engagement
in attendance since our teacher started using a attendance and Attitude
teaching method focused on playing games."
"What gets my attention is the competition part. I'm Attention Motivation Through
motivated to do better because of it." through Competition
competition
"This was a game in which we used English terms. It Engaging use of Effective and Enjoyable
was entertaining, and it aided me in recalling details." English terms Learning Activities
Rigor and trustworthiness significant transformations resulting from the
Ethics were the most important thing to think incorporation of gamification in their educational
about during the whole study process. To enhance experiences.
trustworthiness, all subjects gave their informed
permission, confirming that they were aware of Positive impact on engagement and attitude
the study's objectives, their voluntary The integration of gamification inside English
involvement, and confidentiality safeguards language lessons had a lasting effect on the
(Roshaidai & Arifin, 2018). Participants played an individuals involved, as demonstrated by the
active role in reviewing and validating the notably favorable influence on their levels of
findings, ensuring the accuracy of the researcher's involvement and attitudes towards the learning
interpretations of their experiences, and process. Dian stated in an interview:
empowering their contribution to the study's
credibility (Motulsky, 2021). Additionally, we Our English classes have seen a significant
conducted systematic discussions and increase in attendance since our teacher started
consultations with fellow researchers or experts in using a teaching method focused on playing
the field to enrich perspectives and enhance games. Not only should one make an effort to
study, but one should also make an effort to find
methodological integrity (Stahl & King, 2020).
joy in the act of learning.
We reinforced confidentiality during data
collection by using pseudonyms, collectively Through her statement, she saw a significant
fortifying the ethical framework and increase in class attendance, directly linking it to
methodological rigor of the study. the use of teaching methods centered on
gamification. This sentiment resonated across
RESULTS AND DISCUSSION participants, Aditya. He described it in an
The investigation of the experiences of interview:
individuals engaged in gamified learning settings
inside English language classrooms has yielded The incorporation of game-like elements into
significant findings, providing light on the diverse educational settings is like a refreshing wind.
effects of gamification on factors such as It's like having fun and learning something new
engagement, motivation, and the holistic learning at the same time. It's quite awesome.
experience. By exploring various topics, the
voices of participants offer perspective on the The statement showed blending enjoyment and
profound impacts of gamification, providing learning seamlessly. He further described it as
nuanced insights on its influence. The findings of "having fun and learning something new at the
this study reveal a variety of ways in which same time," emphasizing the awe-inspiring nature
gamification influences the field of English of this innovative teaching method.
language education. These include beneficial Moreover, the favorable trend persisted in
changes in student involvement and attitudes, the Putri, who reported a heightened level of
incentive that arises from competition, and the enjoyment in her English learning experience
effectiveness of incorporating varied learning after the implementation of gamified components.
activities. Overall, the research provides a She stated during the interview:
comprehensive understanding of how
gamification impacts the English language My experience in English class has been more
education landscape. As we explore these fun for me since the introduction of gamified
thematic elements, the tales shared by the learning. It's an interesting take on things, and I
participants offer a compelling account of the like it.

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Unveiling student perspectives: Exploring the impact of gamification in english language teaching

As per her assertion, the implementation of in gamified features, especially when competition
gamification has introduced a captivating element was introduced. Dian expressed a strong
to traditional approaches, hence fostering a novel connection to this theme in the interview.
sense of value and recognition for the educational
journey. What really gets my attention is the competition
The aforementioned change in perspective was part. I'm motivated to do better because of it.
mirrored by Rizky and Bunga, who both
conveyed the notion that incorporating game- This acknowledgment signifies that the
based learning introduced a sense of enthusiasm competitive nature of gamification serves as a
inside the English classroom. While Bunga driving force for participants to strive for
emphasized the transformative power of improvement actively. Putri similarly emphasized
gamification in making the learning process more the compelling nature of the competitive side of
enjoyable. Rizky stated in the following gamification. She noted in her interview, as
interview: follows:

It's nice to learn through games. In the English A big thing that drives people is competition.
course, it is something to look forward to doing. To beat myself and do better every time is like a
task.
While Bunga added:
The integration of competition as a
Bunga: Yeah, playing video games is a fun way motivational tool in gamification is exemplified
to learn. This makes the process of learning by the acknowledgment of personal growth as an
English more fun. objective, prompting learners to actively
participate in the learning process and exceed
Expanding upon this point, Andika and Siti their previous accomplishments.
underscored the captivating element that In addition to reinforcing the overall concept,
gamification brought to the realm of education. Fajar and Rina had a favorable reaction to the
Andika stated: competitive aspects implemented via
gamification. In the interview, Fajar stated:
I think that learning that is based on games is a
fantastic idea. Learning English becomes more There's no doubt that I like the competitive side.
engaging as a result of this addition. It makes me want to do better and set bigger
goals.
Siti further emphasized the inherent enjoyment
that the implementation of gamification provided This statement indicates that competition is not
to the English classroom. She expressed in the only embraced but serves as an impetus for setting
interview: higher targets. Rina echoed this sentiment during
the interview:
The twist that gamification adds to education is
fun to experience. It is undeniable that it makes When you want to find a balance between
English class more interesting. working with others and doing things on your
own, it's not always easy. But it's always worth
The prevailing agreement in this domain is that it. Working on my own progress is still
the implementation of gamification greatly important to me, but one of my main goals is to
enhances levels of engagement, resulting in a improve our individual and group abilities to
work together effectively."
more dynamic, stimulating, and pleasurable
English learning experience for the individuals
She is aware of the challenges present in a
involved.
competitive setting and highlights the realization
that effectively managing competition is an
Motivation through competition
important and fulfilling component of the
The utilization of gamification in English
gamified learning experience.
language lessons has constantly demonstrated its
Effective and enjoyable learning activities
effectiveness as a motivational tool, mostly
The participants' thoughts on the implementation
through the implementation of competitive
of gamification in English language classrooms
elements. The participants demonstrated an
highlighted the noticeable emergence of effective
awareness of the motivating component inherent

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and fun learning activities. Dian observed that the narrative-based activities, creative writing
utilization of interactive games using English exercises, and conversations on contemporary
terminology proved to be both engaging and subjects not only enhances the learning
efficacious in facilitating the retention of experience but also demonstrates efficacy in
information. She stated in the following attaining educational goals. The diverse and
interview: stimulating character of these exercises
implemented within a gamified structure enriches
This was a game in which we used English the educational experience for participants.
terms. It was entertaining, and it aided me in The results provide evidence of how
recalling details. The fact that it was interactive gamification may significantly improve
contributed greatly to its usefulness. engagement, competition-based motivation, and
the efficiency and fun of learning activities. We
This suggests that gamified activities not only establish connections between these themes and
engage learners but also enhance the retention of previously published works of literature, which
information through interactive methods. helps to contextualize our findings within the
Furthermore, Aditya emphasized the significance larger field of gamified education. The
of narrative-based tasks. He stated in the combination of established research and
interview: participant viewpoints underscores the diverse
advantages of incorporating gamification into
This was something that we did with English
English language instruction. Expanding upon
tales. I gained knowledge while also having a
good time. It stood out because of the aspect of these realizations, the conversation not only
narrative. summarizes the most important discoveries but
also lays out a plan for further thought and
The use of narrative elements in English suggestions about gamified language learning.
language instruction has evolved as a distinct and
efficacious pedagogical strategy aimed at Positive impact on engagement and attitude
enhancing the enjoyment and engagement of The findings reveal a unanimous agreement
learners. Building on this, Galang highlighted the among participants regarding the positive
effectiveness of creative writing challenges. influence of gamification on their engagement and
overall attitude toward learning English. Most
This was a challenge that required creative students observe the increase of class attendance
writing from us. It was enjoyable, and it helped echo the positive relationship between
me become a better writer. It was very gamification and active participation, as noted in
successful due to the unique approach that was prior studies (Inayati & Waloyo, 2022; Zaric et
taken. al., 2020). The introduction of gamified teaching
methods appears to have transformed the
The incorporation of creative challenges not traditional classroom setting into a more dynamic
only appealed to participants' enjoyment but also and appealing environment, aligning with
contributed to the enhancement of their writing contemporary research that emphasizes the
skills. Moreover, Siti emphasized the efficacy of importance of innovative and interactive
discussing current topics. In the interview, she approaches in language education.
noted: Furthermore, participants consistently
expressed heightened enthusiasm and positive
We discussed a topic that is currently going on emotions associated with gamified learning
in the world. Although challenging, it worked activities. The participants highlight the emotional
wonders for my public speaking abilities. The
benefits introduced by gamification. These
structure of the debate was quite interesting and
engaging. sentiments align with previous studies,
emphasizing the positive affective impact of
This implies that the incorporation of pertinent gamified approaches on language learners
and demanding tasks in gamification not only (López-Faican & Jaen, 2020; Rahayu et al.,
renders the educational experience pleasurable but 2022). Furthermore, the unique and enjoyable
also amplifies essential abilities like public aspects of gamificationcontribute to the creation
speaking. of a positive and appealing learning atmosphere
Overall, the integration of interactive games, (Dian Anisa et al., 2020).
Confirming these findings with existing

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Unveiling student perspectives: Exploring the impact of gamification in english language teaching

literature, the positive correlation between that rivalry may elicit individuals' drive to pursue
gamification and attendance supports the idea that greater effort for challenging accomplishments
innovative teaching methods can enhance (Grant & Shandell, 2022; Stickels & Tranter,
students' willingness to actively participate in 2022). In addition, participants’ acknowledgment
language learning (Jääskä & Aaltonen, 2022; of the difficulties related to maintaining a balance
Pinter et al., 2020). The emotional impact of between cooperation and individual work within a
gamified learning, as evidenced by the competitive environment underscores the intricate
participants' expressions of joy and excitement and rewarding elements of managing competition
(Özhan & Kocadere, 2019), emphasizes on the in the context of gamified learning.
affective benefits of gamification. Additionally, The participants' favorable reactions to the
the unique and enjoyable twist identified by competitive aspect of gamification align with
participants aligns with the idea of gamification previous research that highlights the motivating
adding a layer of engagement and interest influence of competition on both engagement and
(Mercer, 2019). performance (Bond et al., 2020). The inclusion of
The findings underscore the potential of competitive components in gamified English
gamification to create a positive and engaging language learning exercises seems to have a
learning environment, fostering increased substantial impact on the motivation of players, as
attendance, active participation, and positive it cultivates a feeling of challenge, autonomy, and
emotions among English language learners. personal accomplishment.
The results indicate that the incorporation of
Motivation through competition competition in gamification acts as a potent
The results associated with the implementation of incentive, prompting individuals to actively
gamification in English language learning participate, establish more ambitious objectives,
highlight the enduring efficacy of competitive and view problems as prospects for personal
features as a means of motivating participants, development. The comprehensive comprehension
manifests as a drive to enhance performance, is of the many facets involved in the management of
consistent with other scholarly investigations that competition enhances the knowledge of how
highlight the motivational influence of competitive components contribute to the
competition within gamified environments (Li et motivating dynamics within contexts that employ
al., 2022; Zainuddin et al., 2020). This gamified approaches to language acquisition.
acknowledgment indicates that the competitive
aspect of gamification is crucial in motivating Effective and enjoyable learning activities
individuals to actively participate in the The findings referring to the integration of
educational process and strive for ongoing gamification in English language schools have a
development. notable influence on the development of effective
Participants also focus on self-improvement and enjoyable learning experiences. Participants’
and striving for excellence within the context of experience with interactive games with
competition serves as a prime illustration of the vocabulary in English underscores the concurrent
motivational influence of gamification. The advantages of active involvement and
incorporation of competition as a motivating effectiveness. The incorporation of interactive
factor not only fosters active engagement among elements within the games not only provided
learners but also cultivates a focus on individual entertainment for learners but also facilitated the
performance as a central goal (Q. Zhang & Yu, retention of knowledge. This aligns with the
2022; X. Zhang, 2021). This is also consistent notion that gamified activities have the ability to
with the self-determination hypothesis, which improve learning outcomes by employing
claims that tasks that are seen as hard and offer interactive approaches (Sailer & Sailer, 2021).
autonomy have the potential to increase intrinsic The alignment between participants’ focus on
motivation (Jones et al., 2022). story-based tasks as instructive and pleasant and
The favorable responses revealed by Fajar and the increasing awareness of narrative aspects in
Rina towards the competitive elements of language training is evident. The integration of
gamification offer further perspectives on the stories into the process of learning a language has
motivating advantages associated with such been recognized as a highly successful
features. That competition serves as a motivator instructional approach (Rong & Noor, 2019). The
for participants is recognized to establish more excellent experience that participants had with
ambitious objectives is consistent with the notion narrative-based exercises indicates that

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incorporating storytelling aspects into immediate boundaries of the classroom

gamification enhances the learning process by environment. Gamification in language education
making it more immersive and captivating. can improve student engagement, motivation, and
The affirmative reaction exhibited by the efficacy of learning activities. Education
participants towards creative writing challenges professionals and decision-makers could
highlights the efficacy of these activities in also contemplate incorporating gamified strategies to
enhancing writing proficiency. This idea is enhance language teaching and provide a more
consistent with the notion that including creative favorable and attractive learning atmosphere.
activities in gamification has the potential to This study adds to the expanding compilation
enhance the development of the skill. Moreover, of literature on the implementation of
participants’ engagement in talks pertaining to gamification in the field of education, particularly
contemporary subjects, regardless of certain in the context of teaching English. This research
challenges, demonstrated notable advancements highlights the importance of innovative teaching
in her aptitude for public speaking. This statement approaches in promoting positive attitudes toward
is consistent with the concept that engaging in learning by offering detailed insights into the
challenging activities via the use of gamification experiences of students in gamified environments.
might facilitate English language skills (Redjeki Although this study made careful and thorough
& Muhajir, 2021). Siti's observation highlights the attempts, it recognizes particular limitations. The
captivating framework of the discourse, exclusive emphasis on English language
suggesting that gamification has the potential to instruction within a particular cultural framework
effectively cultivate crucial abilities, such as might restrict the applicability of the results.
public speaking, through well-crafted and Moreover, the dependence on data provided by
interesting tasks. individuals themselves raises the potential for
The present study's results are consistent with social desirability bias. Subsequent investigations
previous research, which has highlighted the should attempt to overcome these constraints by
effectiveness of gamification in enhancing their utilizing varied samples and employing mixed-
enjoyment of learning activities (Borrás-Gené et methods methodologies.
al., 2019; Wang, 2023), and adding a sense of fun Subsequent investigations might further
and playfulness as well (Pilkington, 2018) The examine the enduring impacts of gamification on
experiences of the participants align with the language proficiency and retention, based on the
notion that the integration of gaming aspects into existing studies. Conducting comparative research
educational activities can bolster motivation and in various cultural contexts and educational levels
interest, hence fostering more efficacious learning will enhance our understanding of how gamified
experiences. techniques might be applied and their efficacy.
Furthermore, doing research on the viewpoints of
CONCLUSION educators and examining the most effective ways
The main objective of this study was to to include gamification in curriculum design are
investigate the effects of gamification on English potential areas for further investigation.
language education. Specifically, the focus was on The findings have practical relevance for
examining the influence of gamified learning educators and practitioners. Integrating
environments on student engagement, motivation, gamification strategies in language training can
and the overall learning experience. act as a catalyst for heightened student
The study's findings shed light on the engagement and motivation. The development of
significant effect of gamification in English a variety of engaging educational tasks inside a
language education. Participants regularly game-based structure is in line with modern
reported experiencing heightened engagement, teaching methods that prioritize the use of
motivation, and the growth of effective and dynamic and interactive instructional techniques.
enjoyable learning activities as a result of To summarize, this research highlights the
competition. The use of gamification not only had capacity of gamification to transform English
a beneficial impact on attendance but also language education by promoting favorable
enhanced the learning environment by creating a learning encounters. As educators and
more dynamic and engaging atmosphere. This, in policymakers explore new methods, the
turn, fostered enthusiasm and enjoyment in the incorporation of gamification appears as an
learning process as a whole. achievable means to create dynamic, attractive, as
The implications of our research extend the well as effective language learning environments.

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S. Rizal Yazid, Dwi Fita Heriyawati, & Junaidi Mistar
Unveiling student perspectives: Exploring the impact of gamification in english language teaching

https://doi.org/10.1080/10494820.2019.162326
ACKNOWLEDGEMENT 7
I would like to express our sincere gratitude to the CanMese, O. O. (2019). Effectiveness of gamification
participants who kindly dedicated their time, and elements in blended learning environments.
Journal, 20(3), 119–142.
personal experiences to this research. Your active
Creswell, J. W., & Creswell, J. D. (2018). Research
participation in the study was important in the design: Qualitative, quantitative, and mixed
effective accomplishment of this project. In methods approaches (H. Salmon, C. Neve, &
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to my advisor, for the invaluable assistance, and Publications, Inc.
knowledge. The contribution greatly enhanced the Dian Anisa, K., Marmanto, S., & Supriyadi, S. (2020).
quality of this research. The effect of gamification on students’
motivation in learning English. Leksika, 14(1),
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