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Vol. 5, No. 2, August 2022, pp. 91-102  

        https://doi.org/10.12928/eltej.v5i2.6687         http://journal2.uad.ac.id/index.php/eltej/index          eltej@pbi.uad.ac.id  

Meta-evaluation of research in the usage of gamification 

method in English language teaching  

Hasan Burak İnanç a,1 , Emine Akkaş Baysal b,2, * 

a ELT Teacher, National Ministry of Education, Afyonkarahisar and 03030, Turkiye  
b Assist. Prof.Dr.,  Afyon Kocatepe University, Sandıklı School of Applied Sciences, Child Development Department, Afyonkarahisar and 03030, Turkiye  
1 hbi_24@hotmail.com; 2 akkasemine85@hotmail.com;* 

* corresponding author 

 

A R T I C L E  I N F O 

 

ABST RACT   

 

Article history 

Received 05 June 2022 

Revised 10 August 2022 

Accepted 15 August 2022 

 This study aimed to evaluate the research in the use of the gamification 
method in English language teaching. In this study, thirty-eight researches 
were evaluated. For this purpose, the Council of Higher Education 
National Thesis Center and Google Academic databases were used to 
reach research in the use of the gamification method in English language 
teaching. The sample of this study consisted of twenty-two master's 
theses, fourteen articles, and two dissertations. The studies were classified 
and analyzed regarding the type of research, year of publication, method 
of research, sample, data collection tool and duration of research. Findings 
show that studies in our country about the subject were primarily at the 
master's level, and they were carried out using quantitative methods. 
Findings also show that the number of studies about the subject has been 
rising only in recent years, and university students were mostly chosen as 
a sample. Different data collection tools were found to be used in future 
studies. 

 

This is an open-access article under the CC–BY-SA license. 

    

 
Keywords 

Gamification 

Educational Methods 

Meta-evaluation  

 

 

 

 

How to Cite: İnanç, H. B., & Akkaş Baysal, E. (2022). Meta-evaluation of researches about the usage of 
gamification method in English language teaching. English Language Teaching Educational Journal, 5(2), 91-
102. 

1. Introduction  

As the 21st century moves forward, the field of second language learning and instruction has 
become more technology oriented. This adjustment in the teaching strategies is in accordance with 
the learners the educators are receiving in their classroom. Different theories and strategies have 
been introduced to make learning more attractive according to the learner's needs. Games are an 
innovative way to learn a language that has been gaining popularity. Gamification for language 
learning is very motivating and inspiring for the learner as it has many challenges to be covered, 
goals to be achieved, and many rewards.  Using gamification in educational settings toward L2 
learning involves pedagogical approaches, methodologies, and strategies (Flores, 2015; Prathyusha, 
2020).  

The teaching methods determine how and what to teach during the education period. Teaching 
method refers to teachers' use of teaching objectives, materials, and subject teaching techniques to 
achieve the teaching goals. It is the shortest path to reach the target (Köksal & Atalay, 2017). From 
the first ages to the present, as human life has changed, the skills to be taught and the gains to be 
acquired have also changed. This difference has led to the development and change of the teaching 
methods used in the lessons. With the advancement of technology, new methods such as Virtual 
Reality (VR) teaching Computer Assisted Instruction, which enable the latest technology to enter 
classrooms and educational environments and even make educational environments completely 

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92 English Language Teaching Educational Journal   ISSN 2621-6485 

 Vol. 5, No. 2, August 2022, pp. 91-102 

 Hasan Burak İnanç & Emine Akkaş Baysal (Meta-evaluation of research in the usage of…..) 

virtual, have been added to the methods such as the Lecture Method, which has kept its place since 
the early ages. One of these methods, gamification, is so widespread today. 

Different instructing strategies are utilized in English language training: total physical reaction, 
quiet way, language framework concentrated on assignments and helpful strategy for learning. 
Gamification uses game components and strategies for the game plan in non-game settings 
(Werbach & Hunter, 2012). Gamification takes portions of games, including focuses, prizes, 
challenges, sheets of executives, rewards, openings, etc., and applies them to teaching methods to 
rouse understudies to higher and increasingly critical degrees of association (Flores, 2015). 
Therefore, gamification is a strategy that makes the language learning process efficient by using 
them. 

1.1. Gamification 

Traditionally, the concept of play is known only as a method that people often resort to in 
childhood at the stage of development. With the advancement of technology, the concepts of "video 
games, mobile games, computer games, console games" have entered our lives and our smartphones. 
We can carry them with us almost every day and every moment. The concept of "game" has gone 
beyond being just a process that children are involved in and needs daily, and has turned into a 
leisure activity, a means of entertainment, a source of income for people, and even a type of sport 
called e-sports. It is now possible to see people of any age playing game. The fact that people spend 
so much time on games and enjoy it has revealed the idea of transforming a building into a game 
(Yıldırım & Demir, 2014). In this way, it is aimed to make any concept that people usually find 
boring and that does not interest them more enjoyable and understandable. 

Zichermann and Cunningham (2011) gave the name of the concept of gamification. They defined 
the concept as "using the way of thinking and game rules in games to attract people's attention and 
solve problems". Dealing with the things that are difficult for people, that they will not be happy to 
deal with, and that have become a problem by means of the gamification method may cause the 
situation to be more acceptable and even enjoyable for people. In another definition, gamification is 
the game's thought ideas and mechanics to improve learning, continuity and motivation in problem-
solving (Kapp, 2012). So, gamification is not a concept used only in education to convey difficult or 
boring subjects. On the contrary, it has a structure that can be used in almost every area of life and 
can develop many functions, especially problem-solving. With these aspects, it is seen that the 
concept of gamification is used in many different fields, especially in information technologies and 
economics, in the literature review. 

1.2. Gamification in Education 

Gamification in education is an approach that is being developed rapidly to engage and motivate 
students by incorporating game design elements in educational institutions (Prathyusha, 2020). The 
usage of gamification in education has started to become widespread, especially with the 
development of technology. Games have become more accessible. It has been accepted that a game 
is not only an activity used by children but also a structure in which people of almost all ages and 
walks interact daily. It has been observed that games attract people's attention as they become a 
more standard structure in daily life. Based on this observation, games and gamification have begun 
to be highlighted as concepts that can be used to transfer learning outcomes and subjects to students 
differently and bring a new breath to the lessons. O'Donovan, Gain, and Marais (2013) emphasize 
that education resembles games in nature. They have said that students start school as first-year 
students and after completing specific course tasks, they "skip the level" and move on to the next 
class. Their main goal is to get the right to win the "end of the department monster" university. 
Based on this analogy, it can be said that the gamification method can also be applied to school life 
in general. Students can be directed to do things necessary for their development, such as "tasks" in 
a game. 

Another benefit of the gamification method is that it increases motivation. The lack of motivation 
that students have today can lead to many adverse situations, such as low academic achievement and 
even psychological problems. In one of the studies related to this, Lee and Hammer (2011) stated 
that today schools have problems with student motivation and sense of duty. Gamification allows 
schools to solve these challenging problems using game-related components in non-game situations. 
The concept of gamification is also a test platform that offers rewards and feedback and aims to 



ISSN 2621-6485 English Language Teaching Educational Journal 93 
Vol. 5, No. 2, August 2022, pp. 91-102 

 Hasan Burak İnanç & Emine Akkaş Baysal (Meta-evaluation of research in the usage of…..) 

internalize the extrinsic motivation of people (Gökkaya, 2014). It is possible to use this test platform 
to enable students to evaluate themselves and see their shortcomings, to help them discover their 
strengths, and to support the acquisition of subjects and achievements by increasing their motivation. 
Considering the place and importance of motivation in education, it was predicted that using games 
in education would be productive. Many researchers and educators aimed to increase motivation by 
applying the concept of gamification in their lessons and subject areas and transferring their 
achievements. 

The attractiveness of games can be shown as one of the reasons why gamification has become 
widespread in education. Today, games are accessible in different genres and from almost every 
device and are used by all age groups, which has changed the view on games. Games are made for 
specific age groups, and certain genres are now divided into different genres to appeal to different 
age groups. The common point of all these different genres and different age groups games is the 
attractiveness of the games. Games that can be short or long can be made in genres such as action or 
sports and attract the attention of almost every one of our age. This attractiveness has led to the 
emergence of gamification, and attractiveness, which is among the foundations of the concept of 
gamification, has led to the use of gamification in education. The attractiveness of gamification is 
also a frequently mentioned concept in the literature. In the concept of gamification, game 
mechanics and game dynamics are used. Points, gifts and virtual items earned in the game are 
examples of game mechanics. Game mechanics are also used to improve the experience and interest 
of the user (Sarıtaş & Yıldız, 2015). In gamification, using game mechanics and game dynamics and 
making games attractive can make the lessons and achievements more interesting for the student. In 
the education-teaching process, considering that students are more successful in the courses and 
subjects that attract their attention (İnan Kaya, 2016), it is essential to carefully examine 
gamification and apply it in different educational fields. 

1.3. Gamification in English Education 

The general changes in education have affected foreign language teaching techniques and 
approaches used in this process. They have also been shaped depending on the increased need for 
foreign language teaching. With the increasing global globalization, the necessity of speaking a 
common language with other countries and communities has emerged, both culturally and 
commercially. This requirement has become a goal for individuals in matters such as having a job or 
increasing their living standards. Foreign language learning has ceased to be educational only for 
those interested. It has become an indispensable part and necessity of most professions that people 
should have to maintain their lives. English has become "the common language accepted all over the 
world". It is called "lingua franca" because both technologies are made by English-speaking people, 
especially in English-speaking countries. The countries that determine the world's economy, politics, 
and cultural agenda are also English-speaking countries. With all these developments, English 
teaching has become widespread all over the World. While some countries have adopted English as 
their mother tongue, it has been decided to teach English as the primary foreign language or second 
language in some countries. This situation still holds today. When the process is evaluated this way, 
it is revealed that the importance of English education has increased. With this increasing 
importance, the methods and techniques used in the realization of English teaching have been 
arranged by current developments. Parallel to all these findings, our country's interest in English has 
increased. Knowing English has become power and status in our society (Aktuna, 1998). 

Gamification, on the other hand, has found a vast place in English as in other fields of education. 
In a way, it can be said that it has more place in English education than in other fields. One of the 
main reasons for this is that the concept of "mobile game" is a concept that emerged and developed 
in other countries of the world before our country. Moreover, like other globalized concepts and 
objects, it is made in English to reach everyone. It is possible to reach studies that state that this 
situation indirectly contributes to English education (Arkün Kocadere & Samur, 2016). Games and 
English have been intertwined over the years. Educators and researchers have predicted that this 
close relationship may also be beneficial in the education of English. Researches also confirm this 
prediction. One of these researchers, Iaremenko (2017), stated that students do not worry much 
about grammar forms and their correctness while they play. They focus on the given message and its 
function, reducing their stress. 



94 English Language Teaching Educational Journal   ISSN 2621-6485 

 Vol. 5, No. 2, August 2022, pp. 91-102 

 Hasan Burak İnanç & Emine Akkaş Baysal (Meta-evaluation of research in the usage of…..) 

The most significant problems encountered in foreign language education are shyness towards 
foreign language use, low interest and motivation, stress, fear of making mistakes, and feelings 
(Özdemir, 2016). One of the critical concepts in foreign language education is interaction. Language 
exists for communication between people and has a living structure in its essence. This living 
structure is shaped, changed and evolved within the framework of the interactions between people 
and communities. It is possible to witness the disappearance of languages that have not undergone 
this change. This interaction also plays an essential role in language learning. Like the evolution of 
language, the language learner can advance his knowledge and make it permanent as he uses it and 
is exposed to it. Games are one of the most critical places where this interaction can be achieved 
today. People who meet with players from different countries for a common purpose use a common 
language (almost entirely English today) to achieve this goal. Games allow people to interact as if 
they were in a natural social game environment (Flores, 2015). In this respect, games offer a unique 
opportunity for educators and researchers to expose their students to English and interact with and 
through English. When gamification is combined with all these features and opportunities, it 
continues to be one of the primary methods to make English education versatile and more efficient. 

Learning a second language is currently a vital process that every human being meets in their 
educational process. The importance of learning new languages has become an essential process in a 
globalized world. Within the scope of this study, both the concept of gamification and the works 
related to the use of this method in English education were evaluated according to different criteria. 
In this way, it was aimed to help researchers aware of the usage of gamification method in language 
teaching. Thus, researchers can contribute to the realization of new studies that will increase the 
efficiency of English education and help solve the problems encountered. English teachers will be 
possible to have more detailed information about the gamification method with this systematic 
review. They will be able to examine the studies carried out using this method and benefit from the 
results obtained from these studies in their classes. It was aimed that teachers will realize a more 
effective English education process with the use of gamification techniques. By this way of teaching 
can conclude monotonous and boring learning experiences for students, and they can keep 
motivation to learn second languages, especially English. 

1.4. Purpose of the research  

Acquiring a new language is no easy task, not for a busy grown-up with a busy life ridden with 
responsibilities nor for a young student sitting in class for days. Lack of time, money, instruction and 
motivation may hinder the learner. Engaging, available and affordable learning aids are required to 
overcome these obstacles. Gamification is one of these ways. Gamification has strengthened its 
place in language learning education especially in English. This study aims to investigate the 
literature on gamification in English learning as a second language. This study contains a systematic 
review of published articles about gamification in English from 2012 to 2022.  It was limited to 
articles and thesis studies with quantitative and mixed methods. 

1.5. Statement of Problems 

1- What is the distribution of studies in the usage of gamification method in English education in 
terms of species? 

2- What is their distribution in terms of publication year? 

3- What is their distribution in terms of research method? 

4- What is the distribution in terms of sample selection? 

5-What is their distribution in terms of data collection tools? 

6- What is the distribution in terms of the duration they are conducted? 

2. Method 

2.1. Research Design 

In this study, the meta-evaluation method was used. Meta-evaluation is a systematic review 
(Scriven, 1991) that examines and analyzes different studies in a specific subject area and reaches 
new results in this direction. Research on gamification in English education conducted in Turkey 



ISSN 2621-6485 English Language Teaching Educational Journal 95 
Vol. 5, No. 2, August 2022, pp. 91-102 

 Hasan Burak İnanç & Emine Akkaş Baysal (Meta-evaluation of research in the usage of…..) 

was examined in the study. The purpose of meta-evaluation is to improve the evaluation process or 
future evaluations on the same subject, to reveal the strengths and weaknesses of the evaluation, and 
to provide information about the quality of the evaluation to those who will benefit from the 
evaluation (Cooksy & Caracelli, 2009). 

2.2. Participants 

The research sample consisted of thirty-eight studies in the National Thesis Center of the Council 
of Higher Education and the Google Academic databases, made between 2012-2022, on using 
games and gamification in English education.  Since they are the most up-to-date databases in the 
field, the searches are carried out through these databases. The National Thesis Data System was 
especially used because the first data entry of the theses was made through it. At the same time, they 
were determining the universe of the research in the years 2010-2019. During these years, the 
strategic plan of the Ministry of National Education regarding the updating of the curriculum was 
carried out. When the studies between these years were examined, it was decided that the studies 
before 2012 should not be included in the scope of the research universe to keep the number of 
studies on the use of gamification in English teaching insufficient. The studies after 2019 were 
examined within the scope of the study to keep the research universe up-to-date and determine the 
usage of the gamification method in the implementation of the updated curriculum and determine 
the effects of this method. The studies examined within the scope of the research consist of 
master's/doctorate theses, articles, and papers. These studies were reached with the keyword’s 
"games", "gamification", "game in education", "game in the curriculum", "games in English 
education", and "gamification in English education". 

2.3. Data Collection and Analysis 

The study determined articles, papers, and master's and doctoral theses published in games and 
gamification in English education. It aimed to present the defining features of these studies. In order 
to achieve this aim, it was decided to benefit from the studies published in Turkey from the studies 
that could be accessed from the National Thesis Center of the Council of Higher Education and the 
Google Academic database. The studies were included in this study by being eliminated from 
specific criteria following the subject of the study. The textual analysis was used to determine which 
studies would be included in this study. In this method, written materials containing information 
about the investigated cases are analyzed (Yıldırım & Şimşek, 2021). During the data coding, 
studies determined to be suitable for inclusion in this study were classified by giving a number and 
using the authors' names. Among the studies in the field of education in which the gamification 
method was used, those not related to English education were excluded from the sample pool. 
Likewise, studies related to English education but not using games or gamification were not 
included in this study. 

3. Findings  

In this part, the findings of the research in the usage of gamification in English education are 
presented. They are shown in figures, graphs and tables. The findings about the first sub-problem, 
"What is the distribution of studies in the usage of gamification in English education in terms of 
species?" are shown below. The distribution of the studies in terms of research type is presented in 
Figure 1. 

 

Fig. 1. Distribution of studies in terms of research type 

Master's 
theses

Articles

Phd theses



96 English Language Teaching Educational Journal   ISSN 2621-6485 

 Vol. 5, No. 2, August 2022, pp. 91-102 

 Hasan Burak İnanç & Emine Akkaş Baysal (Meta-evaluation of research in the usage of…..) 

When Figure 1 is examined, it is seen that the distribution of research in terms of research type 
consists of 22 master's theses, 14 articles, and two doctoral theses. Based on this information, it is 
found that 58% of the total studies are master's theses, 37% are articles, and 5% are doctoral theses. 
This shows that most of the studies are at the level of master's thesis.  

The second sub-problem of the study is “What is their distribution in terms of publication year?”. 
The distribution of the studies examined according to the research year is given in Figure 2. 

 

Fig. 2. Distribution of studies by research year 

When the distribution of studies in the usage of gamification in English education is examined in 
terms of publication year, it is seen that only one study was conducted in 2012, 2014, 2016 and 
2022. It is determined that eight studies were carried out in 2021, 5 in 2020, 10 in 2019, 7 in 2018, 
and 4 in 2017. Considering that we are in the first half of 2022 when the study is carried out, it is 
seen that more studies have been carried out in recent years. This shows that the gamification 
method has started to attract attention in language education recently. 

The third sub-problem of the research is “What is their distribution in terms of research 
method?”. The findings related to the research methods used in the studies examined within the 
scope of the study are presented in Figure 3. 

 

Fig. 3. Distribution of studies in terms of the method used 

When the studies are examined in terms of the method, it is determined that 18 of the 38 studies 
are carried out with the quantitative method (48%), nine of them with the qualitative method (24%) 
and 11 with the mixed method (28%). Nine (50%) of the studies conducted with the quantitative 
method are quasi-experimental studies, four (22%) are descriptive studies, four (22%) are 
experimental studies, and one (6%) is weak experimental study. When we look at the studies 

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ISSN 2621-6485 English Language Teaching Educational Journal 97 
Vol. 5, No. 2, August 2022, pp. 91-102 

 Hasan Burak İnanç & Emine Akkaş Baysal (Meta-evaluation of research in the usage of…..) 

conducted with the qualitative method, it is seen that five (56%) of these studies are case studies, 
two (22%) are action research, and two (22%) are phenomenological studies. Finally, when the 
studies carried out with the mixed method are examined, it is determined that six (54%) studies are 
conducted as mixed research, three (28%) as nested mixed research, one (9%) as sequential mixed 
design, and one (9%) as embedded design. This shows that the studies were carried out with various 
research methods. This diversity enriches the work carried out and the use of gamification. 

The fourth sub-problem of the study is “What is the distribution in terms of sample selection?”. 
When the studies within the scope of this study are examined according to the sample selection, the 
resulting distribution is given in Figure 4. 

 

Fig. 4. Distribution of studies according to sample selection 

When the given figure is examined, it is seen that secondary school students are in 7 studies, 
university students are in 20, high school students are in 7, and teachers are in three studies. In one 
study, kindergarten students, teachers and parents are included as a sample group. Based on this 
information, it turns out that middle school students are 19%, university students are 53%, high 
school students are 19%, teachers are 7%, and finally, kindergarten students, teachers and parents 
are 2% of the studies selected as samples.  

The fifth sub-problem of the research is “What is their distribution in terms of data collection 
tools?”. The results are presented in Figure 5. 

 

Fig. 5. Distribution of studies according to data collection tools 

There are 23 researches using scales, 22 researches using achievement tests, 19 researches using 
semi-structured interview forms, and 17 researches using questionnaires as a data collection tool.  
When the number of data collection tools is compared to the total number of selected studies, it is 
seen that 60% of the studies use a scale, 57% use a success test, 50% semi-structured interview form 
and 45% use a questionnaire. It is noteworthy that in all the studies, one of these four methods is 
preferred. Except for the mentioned methods, virtual tools (electronic, digital, etc.) are used in 4 
studies (10% of total research), focus group interview forms in 3 studies (8% of total research), and 
note-taking in 2 studies (5% of total research). One study (2% of the total studies) uses the checklist.  

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98 English Language Teaching Educational Journal   ISSN 2621-6485 

 Vol. 5, No. 2, August 2022, pp. 91-102 

 Hasan Burak İnanç & Emine Akkaş Baysal (Meta-evaluation of research in the usage of…..) 

The sixth sub-problem of the study is “What is the distribution in terms of duration they were 
conducted? “. The results obtained by examining the studies within the scope of this study in terms 
of the period in which they are carried out are given in Figure 6. 

 

Fig. 6. Distribution of the studies according to the time they were carried out 

When the figure is examined, it is determined that six studies last in six weeks, which is the 

most preferred research period. Among the studies examined within the scope of this study, the most 

comprehensive study last in five months, and the shortest one last in three weeks. The duration of 

the studies, divided by week intervals, is 6 to 12 weeks for 14 studies (37% of total studies), 1 to 5 

weeks for ten studies (27% of total studies), 13 to 24 weeks for seven studies (18% of total studies)). 

2 trials are completed in more than 24 weeks (5% of total trials). In 5 studies (13% of total studies), 

the duration of the research is not mentioned. 

4. Discussion 

This study aimed to analyze the studies in the usage of gamification in English education 
according to the research type, publication year, method, sample, data collection tool and duration of 
the research. When the research included in the study is examined according to their types, it is seen 
that the research consists of 22 master's theses, 14 articles, and two doctoral theses. Choosing 
different types of research is very positive in terms of looking at the subject from different points of 
view and obtaining good results. However, the scarcity of studies on the use of gamification in 
English education in the type of doctoral theses draws attention. It is known that doctoral education 
is central to academic practices (Pyhalto et al., 2012). Based on this determination, it is necessary to 
consider the use of gamification in English education in new and different studies within the scope 
of the thesis process in doctoral education, which can be carried out in a broader time, allows to 
obtain more in-depth data, and to address the subject from many different aspects, to develop 
existing knowledge on this subject. It will be possible to say that it positively contributes to making 
the applications more efficient and disseminating. 

When the studies on the use of gamification in English education are analyzed in terms of 
publication year distribution, it is seen that only one study was conducted in 2012, 2014, 2016 and 
2022, and the number of studies starts to increase after this year. It is determined that most studies 
were carried out in 2019. When the place of the concept of gamification in the academic world of 
our country is examined, it is striking that the earliest determinations on this subject were made quite 
a long time before the mentioned years. Yazkan (2000) says that it is necessary to use gamification 
as an effective teaching tool to make language learning interesting for children and to meet their 
needs. This determination was made in the first year of the millennium when the world is entering a 
period in which technological developments would progress at an incredible pace. It reveals the fact 
that the concepts of gamification and language learning are not concepts that have been recognized 
and started to be discussed in our country after 2012. Despite this, it is pretty interesting that the 
studies on gamification in English education emerged only in 2012 and intensified in 2019 and 
beyond. It can be said that associating the concept of gamification and gamified education with 
technology and the development of technology has led to this situation. It can be evaluated that the 

6 - 12 
weeks

1 - 5 weeks

13 - 24 
weeks

more than 
24 week

Not 
mentioned



ISSN 2621-6485 English Language Teaching Educational Journal 99 
Vol. 5, No. 2, August 2022, pp. 91-102 

 Hasan Burak İnanç & Emine Akkaş Baysal (Meta-evaluation of research in the usage of…..) 

development of technology, the greater inclusion of technology in the classroom environment 
(interactive board, smartphones, etc.) and the accelerated hybrid/distance education during the 
pandemic increase the interest in gamification. However, gamification is not a process that is carried 
out only in the digital environment or through mobile applications. It is a step taken to learning, 
action and the basis of creativity, which allows the person to gain experience, success and self-
confidence (Baştürk, 2004). Gamification is an educational method that developed primarily in the 
shadow and weight of the drama method and can be carried out in many different ways, including 
virtual tools. The opportunities and positive aspects of the use of this method in English education, 
the limitations and problems that may be encountered during use, the necessity of examining the 
whole process and the results in detail and the necessity of dealing with it more frequently emerge 
when the distribution of the studies in terms of publication year is examined. 

When the studies were examined within the scope of the research method, it is found that 18 of 
the studies are carried out with the quantitative method, nine with the qualitative method, and 11 
with the mixed method. Based on this determination, it is seen that the quantitative method is 
predominantly used in the studies examined. It can be said that the reason for the use of the 
quantitative method in almost half of the studies is that the researchers examined the use of 
gamification in English education, mainly revealing the advantages of using this method in English 
education and the deficiencies that it may reveal. Quantitative research aims to determine whether 
one of the variables affects the other (Ocak, 2019). It can be concluded that the researchers preferred 
this method in their studies using the gamification method in English education. When the nature of 
quantitative research and the objectives aimed to be achieved in these studies are compared, it is 
possible to evaluate that this selection will be beneficial in achieving the objectives. 

The fact that the least used method among the studies examined within the scope of the research 
is the qualitative method can also be associated with the nature of qualitative research, and the 
research problems determined by the researchers in their studies are not suitable for this nature. 
Although qualitative research does not have a single definition, it can be considered that this 
relationship is an accurate finding when it is considered that perceptions and events take place in the 
natural environment and are a holistic presentation (Yıldırım & Şimşek, 2021). In general, the 
advantages and disadvantages that will arise due to the use of the gamification method in English 
education, rather than the more personal and accordingly qualitative methods such as explaining the 
use of gamification in English education, gathering opinions on this subject, bringing together 
experiences with individual expressions, it is seen that it is aimed to present the deficiencies and 
suggestions for the improvement of these aspects. From this point of view, it will be possible to say 
that the predominance of the qualitative method compared to other methods in research and the fact 
that the quantitative method is less in number present a picture that is compatible with the nature of 
the research. 

Although the frequency of using the mixed method in studies is higher than the quantitative 
method, it is noteworthy that it lags far behind the qualitative method. It is known that the studies 
examined are on gamification in English teaching. These studies include methods and suggestions 
that will improve English education in general, such as being more effective in teaching English at 
different levels, transferring the desired acquisitions more effectively, and providing students with 
all aspects of the primary skills; the fact that the action research design, which is perhaps the most 
effective design in increasing the quality of education, identifying and solving problems, applying 
the methods directly and seeing their deficiencies and advantages, and transferring them to other 
educators and researchers, and which is carried out as mixed research, can be considered as a 
significant shortcoming. Providing the information that constitutes an essential part of the quality of 
education and professional development of teachers, action research critically considers education 
workers' schools and classrooms, the development and implementation of educational studies and 
initiatives, and the evaluation of the effectiveness of these practices. Along with these qualities, 
action research reflects the teacher's effort to solve teaching and classroom problems (Ocak, 2021). 
In the studies carried out on the gamification method, one of the methods used in English teaching to 
make education and training more efficient, the fact that the action research method was used very 
little due to the mentioned features is a shortcoming that the researchers should evaluate. By using 
the action research method and testing different approaches to gamification in English teaching, it 
will be possible to contribute to solving the problems encountered in English education and guide 
other researchers and educators. While it is known that research on gamification and its use in 



100 English Language Teaching Educational Journal   ISSN 2621-6485 

 Vol. 5, No. 2, August 2022, pp. 91-102 

 Hasan Burak İnanç & Emine Akkaş Baysal (Meta-evaluation of research in the usage of…..) 

education is essential in determining the theoretical framework of the subject, it should not be 
forgotten that it is equally important to focus on the application of gamification in English 
education. 

As a result of the examination of the sample types preferred in the studies examined within the 
scope of the study, it was seen that secondary school students in 7 studies, university students in 20 
studies, high school students in 7 studies and three teachers were selected as the sample group. One 
study determined that kindergarten students, teachers and parents were included as a sample group. 
When studies on language learning and English learning are examined, it is seen that the capacity to 
learn a language starts at a very high level at a young age and declines after a certain age (average of 
17) (Hartshorne et al., 2018). From this point of view, it can be evaluated that selecting pre-
university students, especially younger ones, as a sample will contribute to obtaining more effective 
results in improving English education. In the research examined within the scope of the study, the 
fact that university students were predominantly selected and the frequency of choosing early-aged 
students as samples was low (primary school students were not included in the sample, secondary 
school students were selected as the sample group in 7 studies and kindergarten students in 1 study) 
opens. Researchers and teachers, who aim to present a more effective education and training process 
by using gamification in English education, prefer especially early age student groups as a sample, 
providing English education in a more qualified way from an early age, identifying problems that 
may arise in all levels and age groups and presenting solutions. It can be considered to yield 
positive. 

5. Limitations and Recommendations 

This study was carried out in Turkey with the keywords "game" and "gamification", "game in 
education", "game in the curriculum", "games in English education", and "gamification in English 
education" and included in the National Thesis Center of the Council of Higher Education and 
Google Scholar databases. It was limited to articles and thesis studies with quantitative and mixed 
methods. For future work, it is advised that studies carried out on a global scale could be considered 
to get a better view of gamification and its usage in English language teaching. Findings of possible 
work on using gamification method in English language teaching and results are beneficial for 
improving the efficiency of the English language teaching process. It is also advised to focus on the 
effects of using the gamification method in English on four skills, individually or collectively 
(reading, listening, writing, and speaking). This is a powerful strategy to help teachers and learners 
of English teach/acquire four primary skills of English efficiently. 

6. Conclusion 

When the studies were evaluated in terms of data collection tools, it was observed that more than 
one data collection tool was used in almost all studies. It can be said that the use of different data 
collection tools is quite favourable for issues such as the reliability and validity of the research. It 
can be concluded that the frequency of data collection with the scale tool is higher than the other 
tools since the research examined within the scope of this study is mainly carried out with 
quantitative methods. It is known that data collection tools such as scales and achievement tests are 
frequently used in studies conducted with quantitative research methods (Ocak, 2019). 

When the duration of the studies is examined, the reason for this is that education and training a 
process that spans time. Research related to this process must be carried out over a certain period. 
Educational research should also plan appropriately for these qualities (Creswell, 2017). From this 
point of view, it is a very appropriate choice that these studies related to English education and 
training were not carried out in a short period by the nature of education and training. In future 
studies, in order to increase the depth of data on the use of gamification in English teaching, the 
research period should not be kept short, the application of this method in different age and class 
groups, the use of student opinions on the use of the method, the gamification method's four basic 
skills (reading, writing, listening and speaking) in the English language can be offered to students 
through activities supporting their active use. With the implementation of the suggestions mentioned 
above, the advantages of using the gamification method in English teaching will be determined, as 
well as the problems that may arise as a result of this method, and it will be possible to reveal 
possible solutions to these problems. At the end of this process, it aims to ensure the realization of 
English education activities with the characteristics of being more effective, efficient and permanent. 



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 Hasan Burak İnanç & Emine Akkaş Baysal (Meta-evaluation of research in the usage of…..) 

 

 

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