Arab World English Journal (AWEJ) Special Issue on CALL Number 8. July 2022 Pp. 177-191
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: firstname.lastname@example.org
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
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.
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