The Influence of Gamification on Student Engagement and Achievement in English Language Classes

Abstract

This study investigates the impact of gamification on student engagement and grammar achievement in English as a Foreign Language (EFL) classes. Because of current low academic achievements, there is a growing interest in teaching strategies that try to improve EFL student performance and participation, with a special emphasis on grammar classes. The present study was conducted at Fatima Al-Zahraa Secondary School and employed a quasi-experimental approach for testing third-grade female students. The study split its participants into two distinctive groups: an experimental group and a control group. The researchers measured results by using pretest and posttest assessment methods as well as by surveying student engagement. When compared to the control group, student engagement and grammar achievement scores increased to a greater extent for the experimental group who received gamified instruction. The evidence confirms the usefulness of applying gamified pedagogical approaches in EFL teaching to build student participation and learning achievement. The final analysis includes recommended teaching practice implementations of gamification alongside suggestions for continued research about extended gamification effects on different language competency areas.