The Impact of Gamification on Pupils’ Motivation in Learning English as a Foreign Language. Case Study:

Abstract

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.