Arab World English Journal (AWEJ) Special Issue on CALL Number 8. July 2022                       Pp. 177-191
DOI: https://dx.doi.org/10.24093/awej/call8.12

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Gamifying ESL Classrooms through Gamified Teaching and Learning

¹Nur Syafiqah Yaccob, ²Siti Fatimah Abd. Rahman, ³Syamsul Nor Azlan Mohamad,
⁴Azwin Arif Abdul Rahim, ²Khadijah Khalilah Abdul Rashid, ²Abdulmajid Mohammed
Abdulwahab Aldaba, ¹Melor Md Yunus &¹Harwati Hashim

¹Faculty of Education, Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor
University of Arkansas, Fayetteville, United States of America
²Kulliyyah of Education, International Islamic University Malaysia, 53100, Selangor
Corresponding Author: sfarahman@iium.edu.my
³Curriculum Affairs Unit, Universiti Teknologi MARA, 40450 Shah Alam, Selangor
⁴Pusat Bahasa Moden, Universiti Malaysia Pahang, 26600 Pekan, Pahang

 Received: 02/27/22022           Accepted: 07/01/2022             Published:  07/25/2022

 Abstract:
Modern trends lead to innovative technologies in education, including the birth of digital and gamified learning or gamification. In English language classrooms, meaningful teaching and learning are significant to developing students’ English proficiency, focusing on linguistics and communicative competence. Various language activities and games are employed in lessons to instil anticipation for language learning. However, the concerns are how gamified learning is applied in English as a Second Language (ESL) lessons and the factors assisting students’ meaningful English learning. Therefore, this paper, based on the review of past literature, explores the application of gamification or gamified learning in ESL teaching and learning. Based on the review, the researchers highlighted that motivation, engagement, and competition in learning through a gamification approach could assist students’ meaningful ESL learning. It is found that gamification has its own motivation structure to arouse students’ active participation. The elements in games that enhance students’ engagement might improve students’ learning. Although competition naturally arouses students’ participation during ESL lessons, the findings indicated the need to create a safe environment to prevent students from feeling demotivated. This review paper contributes to the literature surrounding gamified ESL lessons.
Keywords: digital games, English as a Second Language, gamification, gamified learning, meaningful learning

Cite as: Yaccob, N. S., Rahman, S. F. A., Mohamad, S. N. A., Rahim, A. A. A., Rashid, K. K. A., Aldaba, A. M. A., Yunus, M. M., & Hashim, H. (2022). Gamifying ESL Classrooms through Gamified Teaching and Learning  .  Arab World English Journal (AWEJ)
Special Issue on CALL (8) 177-191.
DOI: https://dx.doi.org/10.24093/awej/call8.12

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