Résumé:
The present study aims at examining teachers’ and learners’ attitudes towards the use of
gamification as a tool to enhance pupils’ learning motivation in English as a Foreign Language
(EFL) context. With the increasing emphasis on innovative teaching strategies, gamification is
highlighted as a potential means to boost learner motivation and engagement. Employing a
mixed-methods design, the research gathers qualitative insights through the interview with
English language teachers at Boukhili Middle School, Guelma and quantitative data via learners’
questionnaires. The interviews provide an in-depth understanding of teachers’ experiences,
perceived benefits, and obstacles, while the questionnaires reveal trends in pupils’ attitudes toward
gamified learning. Results indicate that both teachers and learners view gamification positively,
appreciating its capacity to create a dynamic and enjoyable classroom environment. This confirms
the hypothesis discussed at the beginning of the research which states; if EFL teachers use
appropriate gamification in EFL classroom, it would enhance EFL learners’ motivation. Finally,
this research suggests several pedagogical implications concerning the use of games as a
pedagogical tool to create a positive learning environment that can directly impact learners’
motivation and will to engage in EFL learning.
