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GAMIFICATION IN ELT: A SYSTEMATIC REVIEW  
OF ITS EFFECTS ON LEARNER ENGAGEMENT  

AND MOTIVATION 
 

Dzul Ashfiah1, Rafi’ah Nur 2, Salasiah Ammade 3, Ammang Latifa4, Syawal5 
1,2,3,4,5 Universitas Muhammadiyah Parepare, Sulawesi Selatan, Indonesia 

 
*dsulasfiahpolman88@gmail.com 

 

ABSTRACT 

Gamification is gaining increasing attention in English Language Teaching (ELT) as a strategy 
to increase learner engagement and motivation through game elements such as points, 
badges, leaderboards, and digital platforms such as Kahoot, Duolingo, and Quizizz. This 
Systematic Literature Review (SLR) analyzes 30 empirical studies published between 2021 
and 2025 using the PRISMA framework to investigate the effects of gamification on learner 
motivation and engagement. The review finds that gamification generally has a positive 
impact on learner participation and enjoyment, increasing intrinsic and extrinsic motivation. 
However, challenges remain regarding the long-term sustainability of these motivational 
benefits and the risks of over-reliance on extrinsic rewards. The analysis also reveals that 
while digital tools dominate gamification in ELT, the use of mixed or adaptive strategies is 
limited. Furthermore, little research addresses the long-term effects of gamification on 
language proficiency and skill retention. These findings highlight the need for future 
research to explore adaptive gamification models, the integration of non-digital elements, 
and their alignment with pedagogical principles. This review offers valuable insights for 
educators and curriculum developers who wish to implement effective and sustainable 
gamification strategies in ELT. 

Keywords: English Language Teaching, Gamification, Learner Engagement, Motivation, 
Systematic Literature Review  

INTRODUCTION  

Gamification has gained significant attention in English Language Teaching (ELT) as a 
pedagogical strategy to address the challenge of maintaining learner motivation and 
engagement in digital learning environments. Traditional instructional approaches often fail 
to resonate with digital-native learners, who are accustomed to interactive, visually rich, and 
goal-oriented experiences (Deterding et al., 2011; Kapp, 2012). By integrating game 
elements such as points, badges, leaderboards, and interactive platforms, gamification aims 
to enhance learners' intrinsic and extrinsic motivation, foster engagement, and improve 
learning outcomes (Subhash & Cudney, 2018; Su & Cheng, 2015; Kuo-Wei Lee, 2023). 

A growing body of empirical research further supports the relevance of gamification in 
ELT. Several studies have shown that gamified platforms like Kahoot, Quizizz, and Duolingo 

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not only increase student participation but also foster positive emotional responses to 
learning (Amin, 2021; Mahbubah & Anam, 2022). In contexts where learners face anxiety or 
lack of motivation, gamification has been shown to reduce affective barriers and promote 
autonomous learning (Zarzycka-Piskorz, 2016; Daulay & Adelita, 2023). For example, Inayati 
and Waloyo (2022) found that Quizziz-based gamification enhanced both discipline and 
interaction in online English classes. Likewise, Yu (2023) reported that gamification 
significantly improved vocabulary acquisition and learner satisfaction compared to 
traditional instruction. 

Despite these promising findings, the current literature presents several critical 
limitations. Most studies focus on short-term outcomes such as motivation, satisfaction, or 
engagement but rarely examine the long-term effects on actual language proficiency (Baah, 
Govender, & Subramaniam, 2023; Zhou & Yu, 2022). Furthermore, many interventions are 
limited in duration and scope, often involving small or homogeneous samples, and rely 
heavily on perception-based data rather than objective language performance measures 
(Sadeghi et al., 2022; Huseinović, 2023). 

Another significant concern is the lack of pedagogical alignment in gamified 
instruction. While gamification tools are widely adopted, few studies integrate them with 
well-established instructional frameworks such as Bloom's Taxonomy, Gagné's Nine Events 
of Instruction, or constructivist learning theories (Aguilar-Cruz & Álvarez Guayara, 2021; 
Torres Rodríguez et al., 2023). This disconnect can result in a superficial application of 
gamification that emphasizes entertainment over educational value. Consequently, 
educators may struggle to design gamified activities that promote deeper learning processes 
such as analysis, synthesis, and application. 

Moreover, research rarely addresses how gamification impacts specific language skills 
such as grammar, speaking, listening, and writing in a targeted and sustained manner. Most 
studies aggregate outcomes under general constructs like "motivation" or "engagement," 
leaving unclear whether gamification leads to measurable improvements in linguistic 
competence (Rodríguez et al., 2023; Nordin & Swanto, 2023). Additionally, there is limited 
exploration of adaptive gamification strategies that tailor learning experiences to individual 
learner needs, proficiency levels, or learning preferences (Oliveira et al., 2022). These 
limitations point to an urgent need for more comprehensive and theoretically grounded 
research in the field. Future studies should adopt longitudinal and mixed-method designs, 
assess specific skill outcomes, and evaluate how gamified instruction aligns with pedagogical 
principles. By addressing these gaps, educators and researchers can better understand not 
only whether gamification works but how and why it contributes to sustainable language 
learning.Based on this gap in the literature, this study seeks to answer two key questions: 
(1) What is the effect of gamification on learners' engagement in English Language Teaching 
(ELT)? (2) What is the effect of gamification on learners' motivation in English Language 
Teaching (ELT)? and (3) (What are the limitations and potential improvements in 
gamification strategies in ELT, particularly concerning long-term impact and instructional 
design? 

The novelty of this study lies in its dual emphasis on pedagogical alignment and 
longitudinal effectiveness. Unlike previous reviews, this systematic literature review 

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critically evaluates not only learners' perceptions but also the extent to which gamification 
supports sustainable language proficiency and the development of targeted language skills. 
This comprehensive synthesis offers actionable insights for designing adaptive, skill-specific, 
and theory-driven gamified instruction for diverse ELT contexts. 

METHODS 

This study employed a Systematic Literature Review (SLR) method to investigate the 
effects of gamification on learner engagement and motivation in English Language Teaching 
(ELT). The research followed the PRISMA 2020 (Preferred Reporting Items for Systematic 
Reviews and Meta-Analyses) guidelines to ensure transparency, objectivity, and replicability 
throughout the review process. The SLR approach was selected as it allows researchers to 
comprehensively synthesize empirical findings across multiple studies, evaluate current 
trends, and identify knowledge gaps in a structured and evidence-based manner. 

The review process was conducted in four main stages according to the PRISMA flow: 
identification, screening, eligibility, and inclusion. These steps helped ensure that only high-
quality and relevant studies were selected and that the findings would reflect the actual state 
of research in the field. The goal of this review was to answer the following questions: (1) 
What is the effect of gamification on learners' engagement in English Language Teaching 
(ELT)?, (2) What is the effect of gamification on learners' motivation in English Language 
Teaching (ELT)? and (3) (What are the limitations and potential improvements in 
gamification strategies in ELT, particularly concerning long-term impact and instructional 
design? 

To collect relevant studies, a comprehensive search was conducted using the Mendeley 
database. Mendeley was chosen due to its accessibility and functionality in organizing 
academic literature. The search was carried out using predefined keyword combinations 
such as "Gamification" AND "English Language Teaching," "Gamification" AND "Learner 
Engagement,” and "Gamification" AND "Motivation.” These keywords were selected to 
ensure that the search results would include studies that specifically focused on gamification 
strategies within English language teaching contexts. The initial search yielded a total of 87 
records. 

To ensure the quality and relevance of the included studies, the researchers established 
clear inclusion and exclusion criteria, as summarized in the following table: 

Table 1. Study Selection Criteria in the Review Process 

Inclusion Criteria Exclusion Criteria 

Empirical studies (quantitative, qualitative, 
or mixed methods) 

Non-empirical studies (e.g., literature reviews, 
conceptual papers, editorials) 

Peer-reviewed articles Articles not published in peer-reviewed journals 
Published between 2021 and 2025 Articles published before 2021 
Written in English Articles written in languages other than English 
Focused on gamification in English 
Language Teaching (ELT) 

Studies outside the scope of ELT or not involving 
gamification 

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  To ensure the systematic and transparent selection of relevant studies, this research 
employed the PRISMA 2020 (Preferred Reporting Items for Systematic Reviews and Meta- 
Analyses) flow diagram, which outlines the step-by-step screening and inclusion process. 
 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Figure 1. Flow Chart Process Selection 

The study selection process followed the PRISMA 2020 flow. In the identification stage, 
1026 records were retrieved from the Mendeley database using the defined keywords. 
During the screening stage, 53 duplicate records were removed, leaving 973 articles for 
initial review. These remaining studies were screened by reading their titles and abstracts, 
resulting in the exclusion of 943 articles that did not meet the predefined inclusion criteria 
such as being non-empirical or irrelevant to ELT and gamification. In the eligibility stage, 30 
full-text articles were assessed in detail. All 30 studies met the inclusion criteria and were 
considered eligible. Finally, these 30 articles were included in the synthesis and thematic 
analysis stage of the review. 

To collect and organize relevant information from the selected studies, the researchers 
used a structured data extraction approach. Each article was reviewed to gather data on the 
authors, year of publication, research setting and country, educational context (such as 
primary, secondary, or tertiary Education), research methodology (quantitative, qualitative, 
or mixed methods), gamification elements applied (such as points, badges, leaderboards, and 
platforms like Kahoot, Duolingo, or Quizizz), variables measured (e.g., motivation, 
engagement, or learning outcomes), and major findings and limitations. This structured 
documentation ensured that all studies could be compared systematically and fairly. 

The extracted data were then analyzed using thematic analysis. This approach involved 
reading each study multiple times, identifying repeated patterns and meaningful themes, 
and grouping them into categories relevant to the research questions. The coding process 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

         

Figure 1. Flowchart process selection 

Records identified from*: 

Mendeley (n = 1026) 
Keyword 1 = 18 
Keywors 2 = 21 
Keyword 3 = 987 

Records removed before screening: 
Records remaining after removing 
the duplicates (n = 973) 

Title screened 
(n = 973) 

Records excluded** 
(n = 861) 

Reports sought for retrieval 
(n = 112) 

Reports not retrieved 
(n = 67) Subject matter not relevant after 
evaluating title and abstract. 

Reports assessed for eligibility 
(n = 45) 

Reports excluded: 
- Unrelated articles on ELT (n = 2) 
- Articles are SLR (n = 13) 

Studies included in review 
(n = 30) 
 

  
 
 
  
  
 
 
  
 

 
 

 
 
  
 
 
  
 

 
 

  
 
  
 
 
 

 

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was both deductive, based on the objectives of the review, and inductive, emerging from the 
actual content of the articles. The main themes that emerged included the effectiveness of 
gamification in enhancing motivation and engagement, the variety and frequency of 
gamification elements used, the short-term versus long-term impact of gamification, and the 
methodological limitations in current research. 

To ensure replicability and academic rigour, the review process was documented and 
followed consistent procedures at every stage. Although the study did not involve 
experimental instruments or human participants, it was conducted with full adherence to 
research ethics and transparency. By using the PRISMA framework, defining clear inclusion 
criteria, and employing a structured analysis method, the researchers ensured that the 
findings of this review could be reliably validated and extended by future research in similar 
contexts. 

RESULTS 

Distribution of Research Methodologies in Gamification Studies in ELT 

In research on gamification in English Language Teaching (ELT), various 
methodological approaches are employed to analyze its effectiveness and impact. Each 
approach has its advantages, whether in measuring outcomes quantitatively, exploring 
learners' experiences qualitatively, or combining both methods for a more comprehensive 
understanding. The following pie chart displays the distribution of research methodologies 
utilized in 30 studies on gamification in English language teaching.  
 
 
 
 
 
 
 
 

 
 
 
 

 

Figure 2. Distribution of Research Methodology in 30 Studies in Gamification & ELT 

This pie chart illustrates the distribution of research methodologies used in 30 studies 
on gamification in English Language Teaching (ELT). The numbers show that 40% (12 
studies) used a quantitative approach to find out how gamification affected language 
learning. These studies mostly used experiments, surveys, and questionnaires. Meanwhile, 
26.7% (8 studies) adopted a qualitative approach, focusing on interviews, observations, and 

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thematic analyses to explore students' perceptions of gamification. In addition, 33.3% (10 
studies) used a mixed-methods approach, which combined quantitative and qualitative 
methods to get a fuller picture of how gamification affects ELT. This distribution highlights 
the dominance of quantitative research in gamification studies, while mixed-methods 
research also plays a significant role in offering deeper insights. 

Gamification in English Language Teaching: An Analysis of Commonly Used Elements 

Gamification has gained increasing attention in English Language Teaching (ELT) as an 
innovative strategy to enhance student engagement and motivation. By incorporating game-
like elements into learning activities, educators aim to create more interactive and enjoyable 
experiences for students (Deterding et al., 2011; Kapp, 2012). This study analyses findings 
from 30 empirical studies to identify the most commonly used gamification elements and 
their effectiveness in ELT. The results provide valuable insights into which gamification 
features are most prevalent and how they contribute to student learning. 
 

 
 
 
 
 
 
 
 
 
 
 
  
 

 

 

Figure 3. Usage of Gamification Elements in 30 Studies 

Based on the analysis of 30 studies, digital tools such as Kahoot, Quizizz, and Duolingo 
were the most frequently used gamification elements, appearing in 9 studies. These tools 
enhance student engagement by providing interactive learning experiences and real-time 
feedback. Leaderboards, used in three studies, help foster a sense of competition among 
students by ranking their performance and motivating them to improve. Similarly, badges, 
also used in 3 studies, serve as virtual rewards that recognize achievements and encourage 
continuous participation in learning activities. Surprisingly, only one study used points, a 
fundamental gamification feature, suggesting their limited adoption in educational contexts. 
Interestingly, despite being a common feature in game-based learning, none of the analyzed 
studies explicitly mentioned quests. 

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 In addition to individual gamification elements, 14 studies combined multiple 
elements to create a more engaging learning experience. These studies incorporated 
different combinations, such as digital tools with leaderboards or badges with points, to 
enhance motivation and student performance. The findings suggest that blended 
approaches, integrating multiple gamification elements, may be more effective in fostering 
student engagement. Overall, digital tools emerged as the most dominant gamification 
element, while points and quests were the least utilized in the reviewed studies. From the 30 
studies analyzed, digital tools were the most frequently used gamification element, followed 
by leaderboards and badges. No study explicitly mentioned points or quests. Additionally, 
14 studies combined multiple gamification elements, showing that blended approaches may 
be more effective for student engagement. 

The Effects of Gamification on Learner Engagement in ELT 

The following table summarizes various studies that investigate the impact of 
gamification on learner engagement in English Language Teaching (ELT). These studies 
employ diverse methodologies and focus on different aspects of engagement, providing a 
comprehensive overview of how gamified strategies influence student participation and 
interaction in the classroom. 

Table 2. Studies Investigating the Effect of Gamification on Learner Engagement in ELT 

No Author(s) 
Year 

Title Methodology 
Gamification 
Elements 

Key Findings Strengths & Limitations 

1 Oliveira et 
al. 2022 

The Effects of 
Personalized 
Gamification 
on Students’ 
Flow 
Experience, 
Motivation, 
and 
Enjoyment 

Mixed 
factorial 

Customized 
based on 
BrainHex 
types 
(points, 
badges, 
leaderboard, 
etc. 

No significant 
differences; 
some gamer 
types 
preferred non-
personalized 
version 

Streng: Controlled 
design, validated tools. 
Limitations: Limited 
personalization, short 
duration 

2 Amalia, 
Inayati, 
Marini, 
2023 

Improving 
Students’ 
Motivation in 
Learning 
English 
through 
Gamification 

Classroom 
Action 
Research (2 
cycles) 

Nearpod, 
Quizizz, 
Mentimeter, 
Zoom 
Whiteboard, 
Canva 

Gamification 
increased 
motivation, 
participation, 
and classroom 
engagement; 
some students 
had speech 
anxiety 

Streng: Real classroom 
setting, mixed methods, 
multiple platforms. 
Limitations: Small 
sample, short duration, 
online constraints, 
emerging issue of 
speech anxiety 

3 Sausan 
Nafis 
Amin, 
2021 

Gamification 
of Duolingo in 
Raising 
Student’s 
English 
Language 

Qualitative 
case study 

Lingots, 
leaderboard, 
XP points, 
badges, skill 
tree, streaks, 
translation/

Duolingo 
increases 
motivation and 
engagement; 
gamification 
elements make 
learning 

Streng: Real-life mobile 
application use; 
detailed gamification 
features. Limitations: 
Small sample size, 
limited generalizability; 
lacks grammar 

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Learning 
Motivation 

speaking/lis
tening tasks 

enjoyable and 
consistent 

instruction, internet-
dependent 

4 Baah, 
Govender 
& 
Subraman
iam, 2023 

Exploring the 
Role of 
Gamification 
in Motivating 
Students to 
Learn 

Quantitativ
e 

Points, 
leaderboard, 
freedom to 
fail 

Only 
Satisfaction 
significantly 
influenced 
motivation; 
other ARCS-
SDT factors 
were not 
significant 

Streng: Strong 
theoretical model, 
quantitative rigor, 90% 
variance explained. 
Limitations: Small 
sample, cross-sectional, 
no qualitative data 

5 Kuo-Wei 
Lee, 2023 

Effectiveness 
of 
Gamification 
and Selection 
of 
Appropriate 
Teaching 
Methods of 
Creativity 

6-week 
interventio
n, AHP 
method, 
self-
assessment 
survey 

Points, 
leaderboard, 
competitive 
tasks, 
reward 
(cash red 
envelope) 

Gamification 
increased 
motivation, 
creativity, 
collaboration, 
and 
communicatio
n. SCAMPER, 
balloon 
competition, 
and Mandala 
thinking were 
the most 
effective 
methods 

Streng: Student-
centered, mixed 
methods, AHP-based 
ranking. Limitations: 
Small sample, short 
duration, only self-
report data, team 
composition & fairness 
issues. 

6 Lamija 
Huseinovi
ć,2023 

The Effects of 
Gamification 
on Student 
Motivation 
and 
Achievement 
in Learning 
EFL in Higher 
Education 

Survey-
based 
quantitativ
e research, 
descriptive 
stats, 
regression, 
correlation 

Games & 
apps: 
Duolingo, 
Babbel, 
Memrise 
(points, 
badges, 
levels, 
leaderboard
s) 

Significant 
positive 
correlations 
between game 
use and 
motivation, 
language skills, 
and academic 
performance 

Streng: Large diverse 
sample, comprehensive 
analysis, reliable 
instruments. 
Limitations: Self-
reported data, no 
experimental control, 
possible bias, some 
students viewed games 
as childish 

7 Zhonggen 
Yu, 2023 

Learning 
Outcomes, 
Motivation, 
and 
Satisfaction in 
Gamified 
English 
Vocabulary 
Learning 

Quasi-
experiment 
+ semi-
structured 
interviews 
(mixed-
method) 

Kingsoft 
Powerword 
(points, 
games, 
vocabulary 
test games, 
rankings, 
rewards, 
progress 
tracking) 

Gamification 
significantly 
improved 
learning 
outcomes, 
motivation, 
and 
satisfaction 
compared to 
non-gamified 
learning 

Streng: Strong design, 
multiple measures, real 
context. Limitations: 
Limited to one app 
(Kingsoft), short 
duration, gender 
imbalance in sample 

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8 Casanova-
Mata 
(2023) 

Enhancing 
English 
Acquisition: 
Effects of 
Among Us 
Game-Based 
Gamification 
on Language 
Competence, 
Motivation, 
Attention, and 
Attitude 
towards the 
English 
Subject 

Experiment
al (pre-
test/post-
test, control 
vs. 
experiment
al group) 

ClassDojo, 
points, 
badges, 
levels, mini-
games, 
impostor 
roles, story-
based 
gameplay 

Gamification 
improved 
writing skill, 
motivation, 
attention, 
attitude, and 
participation; 
significant 
gains in 
experimental 
group 

Strength: Well-
structured gamified 
design, multi-
dimensional 
assessment. Limitation: 
Small sample, short-
term, potential 
emotional variability 
due to competition 

9 Kusumani
ngrum & 
Binarti 
(2021) 

Jeopardy 
Classroom 
Instruction: 
Fostering 
Students’ 
Motivation to 
Learn English 
Vocabulary 

Classroom 
Action 
Research (3 
phases) 

Jeopardy 
game 
(points, 
competition, 
team play, 
feedback) 

Jeopardy 
improved 
motivation, 
engagement, 
and test scores; 
reduced 
anxiety and 
failure 
avoidance 
behaviors 

Strength: Rich 
classroom insight, 
multi-instrument data, 
clear behavioral impact. 
Limitation: Small scope, 
no long-term tracking, 
uneven student 
motivation at start. 

10 Sholihatul 
Hamidah 
Daulay & 
Devika 
Adelita 
(2023) 

Using 
Scrabble as a 
Gamification 
to Enhance 
Students’ 
Motivation 
and 
Vocabulary 
Acquisition 

Qualitative, 
case study 
with open 
and closed 
questionnai
res 

Game-based 
learning 
using 
digital/physi
cal Scrabble 
games 

Scrabble 
increases 
motivation 
through fun, 
competition, 
and challenge; 
vocabulary 
improves due 
to contextual 
word use, 
exploration, 
and 
memorization 
via play. 

Strengths: Rich teacher 
insights; qualitative 
depth; practical 
relevance. Limitations: 
Small sample size; 
limited to teacher 
perspectives; lacks 
student performance 
data; challenges with 
resources (e.g., 
dictionaries, tile 
limitations). 

11 Mezia 
Kemala 
Sari, 
Nurul 
Hadina, 
Nahla 
Rahmand
a (2022) 

Duolingo as 
an Attractive 
Application to 
Upgrade 
Student’s 
Motivation in 
Learning 
English 

Quantitativ
e, closed 
questionnai
re 

Achievemen
ts, Lingots, 
Crown 
Levels, Daily 
Goals, 
Forum, 
vocabulary/
speaking/lis
tening/trans

75% agreed 
Duolingo 
motivates 
independent 
learning; 
62.5% felt it 
gives more 
learning 
opportunities; 
43.75% were 

Strengths: High student 
approval, real-world 
relevance, explores 
gamification features. 
Limitations: Small 
sample size, single 
school, only uses 
perception data 

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Independentl
y 

lation 
exercises 

encouraged to 
study more 
outside class. 
Duolingo 
makes learning 
fun, accessible, 
and game-like, 
increasing 
curiosity and 
consistency. 

without performance 
measurement. 

12 Dedi 
Rahman 
Nur 
(2021) 

Student’s 
Voices on 
Kahoot at 
Tertiary Level 
in East 
Kalimantan 

Descriptive 
qualitative 
design; 
questionnai
res (open 
and closed-
ended); 5-
point Likert 
scale; SPSS 
analysis 

Kahoot: 
classroom 
competition, 
reward 
system, time 
limits, visual 
content, 
social media 
sharing 

Kahoot 
increased 
student 
interest, 
motivation, 
understanding, 
teamwork, and 
created a 
competitive 
classroom 
atmosphere 

Strengths: Structured 
instrument, popular 
and easy-to-use app, 
positive student 
responsesLimitations: 
Technical issues 
(slow/freeze), 
dependency on stable 
internet connectivity 

13 Sausan 
Nafis 
Amin 
(2021) 

Gamification 
of Duolingo in 
Raising 
Students’ 
English 
Language 
Learning 
Motivation 

Case study; 
in-depth 
interviews 
and 
observatio
ns; 
qualitative 
analysis 

Duolingo: 
skill trees, 
badges, XP 
points, 
leaderboard
s, streaks, 
rewards 
(lingots), 
voice/speec
h 
recognition, 
visual/audio 
elements 

Duolingo 
significantly 
increased 
motivation and 
engagement; 
students 
preferred it 
over textbook-
based learning; 
game elements 
made learning 
fun and 
consistent 

Strengths: Deep 
qualitative insights; 
detailed exploration of 
gamified mechanics; 
strong practical 
applicationLimitations: 
Very small sample; no 
quantitative 
performance data; 
limited generalizability 

Table 2 summarizes key studies that examine the effectiveness of gamification in 
promoting learner engagement within English Language Teaching (ELT). The most 
commonly used gamification strategies involve digital tools and platforms such as Kahoot, 
Quizizz, Duolingo, Nearpod, and ClassDojo. These tools integrate various game elements—
including points, badges, leaderboards, timed challenges, and interactive interfaces—to 
foster active participation, attentiveness, and collaboration. A number of studies also 
implemented physical or hybrid games, such as Scrabble and Jeopardy-style classroom 
games, demonstrating that both digital and non-digital approaches can be effective when 
aligned with classroom dynamics. 

Different gamification elements appear to influence learners' engagement in specific 
ways. Points and leaderboards, for instance, were frequently associated with increased 
behavioural engagement, as they triggered competitiveness and goal-oriented participation. 

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Badges and achievement systems tended to support emotional engagement by offering 
visible recognition and satisfaction. A smaller number of studies incorporated storytelling 
elements or role-playing mechanics, which helped enhance cognitive engagement by 
immersing learners in meaningful, contextualized tasks. When these elements were 
combined in a blended approach, studies reported stronger engagement outcomes, 
suggesting that multi-faceted designs are more impactful than single-feature 
implementations. 

Gamification was found to be particularly effective in secondary and tertiary Education, 
especially among learners with intermediate to advanced proficiency levels. Additionally, 
several studies demonstrated that online learning environments—especially during remote 
instruction—benefited significantly from gamified tools, as they helped mitigate distraction 
and foster real-time interaction. Nonetheless, studies conducted in offline or hybrid contexts 
also showed positive results, particularly when physical interaction and group-based 
activities were incorporated. 

To measure learner engagement, researchers adopted diverse instruments, including 
classroom observations, engagement rubrics, surveys, and interviews. Some studies applied 
multi-dimensional frameworks that evaluated engagement through behavioural, emotional, 
and cognitive indicators. While many relied on qualitative insights, such as student 
reflections and teacher observations, others supported their findings with quantitative data, 
such as participation rates or performance improvements during gamified sessions. This 
combination of methods provided a holistic understanding of how and to what extent 
gamification fosters engagement in ELT classrooms. 

The Effects of Gamification on Learner Motivation in ELT 

Understanding the role of motivation in language learning is essential, as it significantly 
influences students' commitment, effort, and overall achievement. In the context of English 
Language Teaching (ELT), gamification has emerged as a promising strategy to enhance both 
intrinsic and extrinsic motivational factors. Table 3 presents a summary of selected 
empirical studies that specifically investigate the relationship between gamification and 
learner motivation. The table outlines the research methodologies, types of gamification 
elements implemented, key findings, as well as the strengths and limitations identified in 
each study. 

Table 3. Studies Investigating the Effects of Gamification on Learner Motivation in ELT 

No 
Author(s) 
/Year 

Title Methodology 
Gamification 
Elements 

Key Findings 
Strengths & 
Limitations 

1 Laily 
Mahbub
ah & 
Syafiul 
Anam 
(2022) 

Students’ 
Perceptions 
on the 
Implementat
ion of 
Kahoot! in 
English 

Descriptive 
qualitative; 
questionnai
re and 
semi-
structured 
interviews; 
classroom 

Kahoot 
features: real-
time quizzes, 
immediate 
feedback, 
leaderboards, 
timers, game 
PINs; MDA 

Kahoot increased 
motivation, 
comprehension, and 
classroom 
participation; 
learning became fun, 
engaging, and less 
boring 

Strengths: Detailed 
observation of 
engagement types; 
triangulated data 
collection (survey & 
interview)Limitation
s: Internet 
connectivity issues; 

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Language 
Teaching 

with 
brainstormi
ng and 
Kahoot quiz 
sessions 

(Mechanics, 
Dynamics, 
Aesthetics) 
framework 
applied 

lack of prior 
experience with tech 
tools; limited time 
and device access 

2 Ahmed 
Ennouar
i & 
Khalid 
Houssai
ni 
(2023) 

Transformat
ive Impacts 
of ICT-Based 
Gamification 
on English 
Language 
Teaching in 
Moroccan 
Education 

Quasi-
experiment
al design; 
pre- and 
post-tests; 
surveys; 
ANOVA 
statistical 
analysis; 
classroom 
observation
s; teacher 
interviews 

Digital games, 
Kahoot, 
Duolingo, 
mobile apps, 
leaderboards, 
quizzes, 
feedback, 
interactivity 

Experimental group 
showed significantly 
higher motivation, 
comprehension, 
achievement, and 
positive behavior; 
ICT gamification 
proved effective over 
traditional methods 

Strengths: Robust 
design with control 
group; triangulation 
of data; detailed 
statistical 
analysisLimitations: 
Small sample size; 
short-term scope; 
minimal impact on 
attendance; some 
teachers lacked ICT 
skills 

3 Nina 
Inayati 
& Alimin 
Adi 
Waloyo 
(2022) 

The 
Influence of 
Quizziz-
Online 
Gamification 
on Learning 
Engagement 
and 
Outcomes in 
Online 
English 
Language 
Teaching 

Descriptive 
case study; 
observation
s, 
interviews, 
and test 
results 
across six 
sessions 

Quizziz: 
timed 
quizzes, real-
time 
leaderboard, 
instant 
feedback, 
visuals, 
accessibility 
on mobile 
devices 

Engagement 
improved steadily 
over time; learning 
outcomes fluctuated; 
Quizziz was effective 
for motivation but 
not consistent for 
achievement 

Strengths: Multi-
method data 
collection; observed 
real-classroom 
dynamicsLimitations: 
Short study duration; 
no control group; 
learning gains not 
consistent across 
topics 

4 Benjami
n 
Panmei 
& Budi 
Waluyo 
(2023) 

The 
Pedagogical 
Use of 
Gamification 
in English 
Vocabulary 
Training 
and 
Learning in 
Higher 
Education 

Quasi-
experiment
al; pre/post 
vocabulary 
tests; 
surveys; 
correlation 
and t-tests 

Quizizz: 
online 
quizzes, 
instant 
feedback, 
leaderboard, 
memes, 
accessible via 
mobile, 
autonomous 
practice 

Mixed results: no 
overall significant 
improvement 
between groups; 
experimental group 
outperformed in 
some tests; positive 
perceptions of 
Quizizz remained 
high 

Strengths: Rigorous 
design; reliable 
instruments; 
explored under-
researched app 
(Quizizz)Limitations: 
No qualitative data; 
short duration; app 
not designed 
specifically for 
vocabulary; 
perceptions 
decreased slightly 
post-intervention 

5 Paola 
Julie 
Aguilar-
Cruz & 
Henry 

A Serious 
Game to 
Learn 
English: The 
Case of 

Qualitative 
case study; 
open 
interviews; 
pre- and 

Bethe1Challe
nge game: 
missions, 
levels, points, 
feedback, 

Positive perceptions: 
76% found the game 
fun and useful; 94% 
felt motivated by 
gamified activities; 

Strengths: Rich 
qualitative insights; 
practical classroom 
integration; 
triangulation of 

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Alberto 
Álvarez 
Guayara 
(2021) 

Bethe1Chall
enge 

post-tests; 
thematic 
analysis and 
paired t-test 

learning 
analytics; 
plus gamified 
activities 
(e.g., 
Scavenger 
Hunt, Spelling 
Bee, Bingo, 
Debates, Tic-
Tac-Toe) 

measurable English 
improvement (e.g., 
pre-/post-test gains) 

dataLimitations: Only 
57% had access to 
the game due to 
device and 
registration issues; 
repetitive tasks; lack 
of in-game 
interaction 

6 Paola 
Julie 
Aguilar-
Cruz & 
Henry 
Alberto 
Álvarez 
Guayara 
(2021) 

A Serious 
Game to 
Learn 
English: The 
Case of 
Bethe1Chall
enge 

Qualitative 
case study; 
open 
interviews; 
pre- and 
post-tests; 
thematic 
analysis and 
paired t-test 

Bethe1Challe
nge game: 
missions, 
levels, points, 
feedback, 
learning 
analytics; 
plus gamified 
activities 
(e.g., 
Scavenger 
Hunt, Spelling 
Bee, Bingo, 
Debates, Tic-
Tac-Toe) 

Positive perceptions: 
76% found the game 
fun and useful; 94% 
felt motivated by 
gamified activities; 
measurable English 
improvement (e.g., 
pre-/post-test gains) 

Strengths: Rich 
qualitative insights; 
practical classroom 
integration; 
triangulation of 
dataLimitations: Only 
57% had access to 
the game due to 
device and 
registration issues; 
repetitive tasks; lack 
of in-game 
interaction 

7 Trinh T. 
H., 
Nguyen 
M. N., & 
Tran T. 
T. H. 
(2022) 

Teachers 
and 
Students' 
Perceptions 
of Using 
Digital 
Games in 
Improving 
Vocabulary 
at Non-
English-
majored 
Class 

Mixed-
methods 
(questionna
ires + semi-
structured 
interviews); 
piloted 
instruments 

Quizizz, 
Kahoot, 
Wordwall; 
competitive 
rankings, 
colorful 
design, 
instant 
feedback, 
interactivity 

Teachers and 
students view DGs 
positively for 
enhancing 
engagement, 
motivation, and 
vocabulary 
retention; however, 
drawbacks include 
time constraints, 
distractions, and 
technical issues 

Strengths: Rich 
qualitative & 
quantitative data; 
dual perspectives 
(students & 
teachers); rigorous 
pilotingLimitations: 
Limited 
generalizability; lack 
of game-content 
effectiveness 
analysis; occasional 
access issues 
(devices, 
connectivity) 

8 Salome 
Stepheni
a Nordin 
& 
Suyansa
h bin 
Swanto 
(2023) 

The Impact 
of 
Implementin
g Quizizz on 
Developing 
Vocabulary 
Skills in 
Language 
Learning 
Among 
Malaysian 

Quasi-
experiment
al (pre-
test/post-
test); 
questionnai
re for 
perceptions
; descriptive 
and 
inferential 

Quizizz: 
gamified 
quizzes, 
instant 
feedback, 
collaboration, 
leaderboards, 
interactive 
design 

Significant 
improvement in 
vocabulary scores 
post-Quizizz; high 
student satisfaction 
and engagement; 
positive views on 
collaboration and 
feedback 

Strengths: Real 
classroom 
application; strong 
statistical evidence; 
rural context 
relevanceLimitations
: Small sample size; 
limited 
generalizability; 
technology & 

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Secondary 
School 
Students in 
Rural Areas 

statistics (t-
test) 

connectivity barriers 
in rural areas 

9 Kibbeu
m Na & 
Kwangh
ee Han 
(2023) 

How 
Leaderboard 
Positions 
Shape Our 
Motivation: 
The Impact 
of 
Competence 
Satisfaction 
and 
Frustration 
on 
Motivation 
in a 
Gamified 
Crowdsourci
ng Task 

Online 
experiment; 
image 
tagging 
game; 
leaderboard 
manipulate
d (high or 
low rank); 
behavioral 
and self-
report 
measures 

Leaderboards
: fixed 
high/low 
rank, point 
scores, 
feedback; 
Self-
Determinatio
n Theory 
applied 

Low-rank users 
showed increased 
motivation and 
effort; high-rank 
users showed 
complacency; 
neither group 
demonstrated 
intrinsic motivation; 
trait competitiveness 
did not significantly 
moderate effects 

Strengths: Strong 
SDT theoretical 
framework; diverse 
motivation measures 
(behavioral + 
subjective); novel 
experimental 
designLimitations: 
Limited 
generalizability (lab 
setting, one-time 
task); only 
competence need 
studied; small sample 
for trait 
competitiveness 
effects 

10 Zhou 
Zhihao 
& Yu 
Zhongge
n (2022) 

The Impact 
of 
Gamification 
on the Time-
Limited 
Writing 
Performance 
of English 
Majors 

Mixed-
method; 
quasi-
experiment 
(control vs. 
experiment
al group), 5-
week 
duration, 
writing 
tests, 
questionnai
res, 
interviews 

Points, 
badges 
(bronze/silve
r/gold), 
levels 
(bronze/silve
r/gold), 
leaderboards, 
bonus tasks 

Gamification 
significantly 
improved all aspects 
of writing; 
motivation peaked in 
week 3, then 
declined; excessive 
rewards reduced 
motivation 

Strengths: Rich data 
sources (quantitative 
+ qualitative); strong 
gamification design; 
real classroom 
settingLimitations: 
Short duration; 
unclear which game 
elements had most 
effect; varied 
responses by 
personality type; 
drop in novelty effect 

11 Rabea 
Ali & 
Moham
med 
AbdalGa
ne 
(2022) 

The Impact 
of 
Gamification 
“Kahoot 
App” in 
Teaching 
English for 
Academic 
Purposes 

Quasi-
experiment
al design; 
pre/post 
vocabulary 
tests and 
motivation 
questionnai
re; 4-week 
interventio
n 

Kahoot: 
MCQs, timed 
responses, 
game-based 
feedback, 
individual 
play, 
leaderboard 
(disabled for 
objectivity) 

Kahoot significantly 
improved vocabulary 
scores and 
motivation 
compared to 
traditional methods; 
students enjoyed the 
gamified 
environment 

Strengths: Detailed 
and structured 
methodology; 
controlled group 
comparison; reliable 
tools (vocab test + 
scale)Limitations: 
Small sample; short 
intervention period; 
no long-term 
retention measures 

12 Pandu 
Perdana 
Putra & 
Arif 
Suryo 

Students' 
Perception 
Toward 
Gamification 
Applied in 

Descriptive 
qualitative; 
questionnai
res (Likert 

Kahoot, 
Quizizz; 
points, 
badges, 
leaderboards, 

Strongly positive 
perceptions: 
increased 
engagement, 
enjoyment, 

Strengths: Rich 
student feedback via 
multiple 
instruments; clear 
data 

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Priyatm
ojo 
(2021) 

English 
Language 
Classroom 

scale) and 
interviews 

competition, 
rewards 

motivation, 
understanding; 
minimal distraction; 
competition and fun 
fostered learning 

presentationLimitati
ons: Small sample; 
limited to one school; 
no academic 
performance data 

13 Frieska 
Angelia, 
Suharjit
o & Sani 
M. Isa 
(2020) 

Improving 
English 
Learning by 
Gamification 
with MDA 
Framework 

Mixed 
methods; 
paired t-test 
(score 
improveme
nt), user 
experience 
survey; 
design and 
implementa
tion of 
gamified 
app 

MDA: 
Mechanics 
(timed quiz), 
Dynamics 
(competition, 
feedback), 
Aesthetics 
(pride, 
excitement, 
fear); Points, 
badges, 
leaderboards, 
achievements 

Statistically 
significant 
improvement in 
learning outcomes; 
users highly 
motivated by 
gamified elements; 
positive perceptions 
of interface and 
engagement 

Strengths: Custom-
built app; robust 
gamification model; 
quantitative + 
experiential 
dataLimitations: 
Small sample; short 
usage period; no 
long-term retention 
evaluation 

14 Torres 
Rodrígu
ez, D. A., 
Armijos 
Ramírez, 
M. R., 
Criollo 
Vargas, 
M. I., & 
Salazar 
Chamba, 
E. M. 
(2023) 

Gamification 
Strategies 
on the 
Developmen
t of English 
Listening 
Comprehensi
on Skills 

Mixed-
method 
action 
research; 
pre-/post-
tests, 
questionnai
res, 
observation 
checklists; 
10-lesson 
interventio
n based on 
Gagné’s 
nine events 

Games: 
“Simon says,” 
“Pass the 
ball,” 
“Running 
dictation,” 
“Pointing 
out,” 
“Shopping 
Race”; 
Badges, 
leaderboards, 
rewards, 
competition 

Post-test scores rose 
from 6 to 8.3/10; 
subskills 
significantly 
improved; students 
felt highly motivated 
and engaged; 
gamified lessons 
enhanced 
comprehension 

Strengths: Well-
structured 
intervention; 
integration of theory 
(Gagné events); both 
qualitative and 
quantitative 
insightsLimitations: 
Small sample; results 
context-specific 
(single school); 
short-term scope 

15 Mohsen 
Jabali & 
Carol 
Walker 
(2021) 

An 
Exploratory 
Cross-
Sectional 
Study: 
FlipQuiz as a 
Digital Tool 
for Learning 
English 
Vocabulary 
in Language 
Classroom 

Quasi-
experiment
al; pre/post 
vocabulary 
tests; 
Likert-scale 
surveys; 
comparison 
between 
control 
(traditional
) and 
experiment
al 
(FlipQuiz) 
groups 

FlipQuiz: 
digital 
gameboard, 
verbal 
response, 
feedback, 
interactive 
play, 
competitive 
review 
format 

No statistically 
significant difference 
in vocabulary scores, 
but experimental 
group showed higher 
engagement and 
positive attitudes 
toward tech-based 
learning 

Strengths: Direct 
classroom 
application; 
comparative design; 
clear motivation 
dataLimitations: 
Short duration (2 
weeks); limited age 
and gender diversity; 
potential verbal 
participation bias 
(FlipQuiz required 
speaking) 

16 Hayatul 
Mila & 

An 
Alternative 

Sequential 
explanatory 

Board game: 
physical 

Participants 
reported high 

Strengths: Mixed-
method approach; 

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Moh. 
Arif 
Mahbub 
(2022) 

Board Game 
to Promote 
EFL 
Learners’ 
Grammatica
l Skill 

mixed-
method; 
online 
Likert 
questionnai
re + semi-
structured 
interviews 

interaction, 
engagement 
mechanics, 
challenge, 
fun, 
collaborative 
play 

motivation, 
engagement, and 
fun; gamification 
made grammar more 
accessible and 
enjoyable 

deep qualitative 
insight; strong 
reliability 
(Cronbach’s Alpha = 
0.928)Limitations: 
Very small sample 
(n=4); limited to one 
institution and skill 
area; not 
generalizable 

17 Kiki Dwi 
Sartika, 
Dwi Fita 
Heriyaw
ati & 
Sonny 
Elfianto 
(2023) 

The Use of 
Blooket: A 
Study of 
Students’ 
Perception 
Enhancing 
English 
Vocabulary 
Mastery 

Descriptive 
quantitative
; 12-item 
Likert-scale 
questionnai
re analyzed 
with SPSS 

Blooket: 
points, 
avatars, 
images, 
competitive 
game modes 
(e.g., Racing, 
Tower 
Defense), 
instant 
feedback 

Students found 
Blooket fun, 
competitive, and 
helpful for 
vocabulary learning; 
visuals and feedback 
enhanced 
understanding; 
minor tech issues 
noted 

Strengths: Valid & 
reliable instrument 
(Cronbach’s alpha = 
0.836); practical 
classroom use; 
detailed 
analysisLimitations: 
Descriptive only; no 
learning 
performance metrics; 
tech dependency 

Table 3 provides a detailed synthesis of empirical studies that explore the role of 
gamification in enhancing learner motivation within English Language Teaching (ELT) 
contexts. The analysis reveals that the most commonly used gamification strategies include 
the use of digital platforms such as Kahoot, Quizizz, Duolingo, and Blooket, which often 
incorporate elements like points, badges, leaderboards, levels, and instant feedback. These 
elements are frequently combined to create interactive, competitive, and rewarding learning 
experiences that aim to sustain learners' interest and encourage active participation. Among 
these, leaderboards and badges are particularly prevalent, used to generate extrinsic 
motivation by offering visible recognition and competition, while features like missions, 
levels, and game-based tasks are more aligned with intrinsic motivators such as autonomy, 
curiosity, and the sense of achievement. 

Different gamification elements influence motivational outcomes in distinct ways. For 
instance, points and rewards tend to boost extrinsic motivation, especially when linked to 
performance tracking or competition, whereas interactive gameplay and personalized 
progression systems (e.g., levels or challenges tailored to learner ability) are more effective 
in fostering intrinsic motivation. However, several studies caution that over-reliance on 
external rewards can diminish long-term engagement if not balanced with meaningful 
learning goals. 

Gamification has been applied effectively across various educational contexts, with 
notable success in secondary and tertiary Education, particularly in vocabulary acquisition 
and writing skills development. Contexts with flexible access to technology and supportive 
classroom environments reported the most consistent motivational gains. Conversely, in 
under-resourced or rural settings, the effectiveness of gamification was sometimes limited 
by technical constraints such as internet access and device availability. 

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To assess motivational outcomes, researchers employed a range of measurement tools, 
including Likert-scale questionnaires, semi-structured interviews, pre-and post-tests, and 
observation protocols. Some studies used well-established theoretical frameworks, such as 
Self-Determination Theory (SDT) or the MDA framework (Mechanics, Dynamics, Aesthetics), 
to guide their measurement and interpretation of motivation. While self-report instruments 
were the most commonly used method, a few studies incorporated mixed methods to 
triangulate data and enhance the validity of findings. 

Overall, the findings presented in Table 3 suggest that gamification, when thoughtfully 
designed and pedagogically aligned, can significantly enhance learner motivation in ELT 
settings. Nevertheless, researchers emphasize the importance of contextual sensitivity, 
balanced reward systems, and ongoing evaluation to ensure that gamification contributes 
meaningfully to both student engagement and language learning outcomes. 

DISCUSSION 

Interpretation of Key Findings 

The findings of this systematic literature review reinforce the increasingly recognized 
role of gamification in enhancing learner engagement and motivation in English Language 
Teaching (ELT). Across the 30 analyzed studies, gamification—particularly through digital 
tools like Kahoot, Quizizz, and Duolingo—was consistently associated with increased learner 
participation, enjoyment, and attentiveness (Mahbubah & Anam, 2022; Amin, 2021; Yu, 
2023). These outcomes align with motivational theories such as Self-Determination Theory 
(Deci & Ryan, 1985), which posits that autonomy, competence, and relatedness are key 
drivers of intrinsic motivation. Game-based elements such as leaderboards and badges 
support this by offering immediate feedback, encouraging self-directed learning, and 
fostering a sense of achievement (Subhash & Cudney, 2018). 

Notably, the frequent use of blended gamification strategies amplifies positive 
outcomes compared to single-element implementations. Studies that combined multiple 
elements—such as points, badges, and interactive platforms—tended to report more robust 
engagement and motivation (Kapp, 2012; Oliveira et al., 2022). This suggests that variety 
and interactivity are crucial factors in maintaining learner interest, echoing the findings of 
Kuo-Wei Lee (2023) and reinforcing the importance of design diversity in gamified 
environments. 

Shortcomings in Implementation and Research Scope 

Despite these positive trends, several limitations within the body of research were 
evident. Many studies suffered from short intervention durations, making it difficult to 
assess the sustainability of gamification's effects over time (Baah, Govender, & 
Subramaniam, 2023; Zhou & Yu, 2022). This temporal limitation raises important questions 
about the long-term pedagogical value of gamification: Does initial excitement translate into 
meaningful language acquisition, or is the impact fleeting? 

Additionally, the over-reliance on self-report measures—such as perception surveys 
or interviews—poses concerns about validity and objectivity. Few studies included 
performance-based metrics or assessed actual gains in language skills (Huseinović, 2023; 

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Aguilar-Cruz & Álvarez Guayara, 2021). This methodological weakness limits the capacity to 
draw firm conclusions about gamification's effectiveness in improving specific competencies 
such as vocabulary retention, grammar accuracy, or speaking fluency. 

Moreover, the literature shows a disproportionate focus on general engagement or 
motivational outcomes, while core language skills are often under-examined. Only a minority 
of studies directly measured improvements in vocabulary, speaking, listening, or writing 
(Rodríguez et al., 2023; Nordin & Swanto, 2023). This reveals a gap between gamification's 
psychological effects and its instructional impact and points to a need for greater alignment 
between gamified design and specific learning objectives. 

Implications for Theory and Practice 

The findings highlight the need to bridge gamification practice with pedagogical 
Theory. While many studies implement gamification for engagement, few explicitly integrate 
it with frameworks such as Bloom's Taxonomy or constructivist learning models (Aguilar-
Cruz & Álvarez Guayara, 2021; Torres Rodríguez et al., 2023). Doing so could help ensure 
that gamified activities not only motivate but also facilitate higher-order thinking, such as 
application, analysis, and synthesis (Landers, 2014). 

From a practical standpoint, educators and curriculum designers should prioritize the 
strategic integration of gamification, ensuring that game elements align with learning 
outcomes, learner profiles, and classroom realities. Personalized and adaptive gamification 
models—those that respond to individual student progress, preferences, and needs—appear 
especially promising but remain underexplored in current literature (Toda, Valle, & Isotani, 
2019). 

Directions for Future Research 

Given the limitations identified, future studies should adopt longitudinal research 
designs to assess the lasting impact of gamification on language proficiency. Research should 
also move beyond affective outcomes and explore how gamification influences academic 
performance, particularly in specific language domains (Yu, 2023; Sadeghi et al., 2022). 
Furthermore, integrating mixed-method approaches—combining quantitative performance 
data with qualitative learner insights—would provide a richer, more balanced 
understanding of gamification's pedagogical value. Finally, there is a need to explore non-
digital or hybrid gamification models, especially in contexts where technological access is 
limited (Mila & Mahbub, 2022). 

CONCLUSION 

This systematic literature review explores the impact of gamification on learner 
engagement and motivation in English Language Teaching (ELT), based on 30 empirical 
studies. Results show that gamification—especially via digital platforms—positively 
influences learner motivation and participation, particularly when multiple game elements 
are combined, aligning with Self-Determination Theory. 

However, most studies had short durations, limited sample diversity, and relied on self-
reported data, offering only a partial view of gamification’s instructional impact. 

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Additionally, few studies focused on specific language skills such as vocabulary, grammar, or 
speaking. Future research should apply longitudinal, mixed-method designs and target skill-
specific outcomes. Incorporating adaptive gamification aligned with pedagogical 
frameworks like Bloom’s Taxonomy or constructivism is recommended. 

In conclusion, while gamification enhances motivation and engagement in ELT, its full 
pedagogical potential lies in thoughtful, learner-centered implementation and long-term 
impact evaluation. Future educational innovations should move beyond surface-level 
engagement to integrate gamified strategies that foster measurable language proficiency, 
align with instructional goals, and adapt to diverse learner needs. This will ensure 
gamification evolves from a motivational tool into a sustainable and transformative practice 
in English language education. 

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