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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Received: 02/27/22022  
Accepted: 07/01/2022
Published: 07/25/2022
https://dx.doi.org/10.24093/awej/call8.12 

Nur Syafiqah Yaccob is a teacher in Malaysia and a doctorate student taking TESL at the National University of Malaysia. She has previously published papers and is interested in the use of technology in ESL classrooms, global competence in teaching and learning, teachers’ professional development as well as teaching and learning pedagogy.
ORCID: https://orcid.org/0000-0002-5935-9793 

Siti Fatimah Abd Rahman is an Assistant Professor at the department of language and literacy, Kulliyyah of Education, International Islamic University Malaysia, IIUM. Her research interest includes English as a Second Language (ESL), technology-enhanced language learning, flipped learning, online learning, and technology acceptance.
ORCID: https://orcid.org/0000-0002-1777-3777 

Syamsul Nor Azlan Mohamad is a technologist (Ts.) as well as an Associate Professor at the Faculty of Education, Universiti Teknologi MARA (UiTM), Malaysia. He is currently a Director of Academic Assessment and Evaluation Division in Universiti Teknologi MARA. He is actively engaged with KPM as an expert and speaker in promoting innovative and alternative assessments in higher education.

Azwin Arif Abdul Rahim is a senior lecturer at the Centre for Modern Languages, Universiti Malaysia Pahang. He has 22 years of experience in teaching at the tertiary institution level. Graduated with a PhD in TESL from Universiti Kebangsaan Malaysia. He is now in the field of MLearning, ESP and Apple technology in education.

Khadijah Khalilah Abdul Rashid obtained her PhD in Arabic Linguistic Studies from International Islamic University Malaysia specializing in Corpus Linguistic and Semantic. She is an assistant professor at the Department of Language and Literacy at Kulliyyah of Education, International Islamic University Malaysia (IIUM).

Abdulmajid Mohammed Aldaba is an Assistant Professor at the Department of Social Foundation and Educational Leadership, Kulliyyah of Education, IIUM. Additionally, as a trainer in quantitative data analysis, he has conducted several workshops in SPSS, and structural equation modelling (AMOS and Smart-PLS).

Melor Md Yunus is an Professor and also the Deputy Dean (Research and Innovation) at the Faculty of Education, Universiti Kebangsaan Malaysia (UKM). She earned her Ph.D. in Education (TESL) from the University of Bristol, UK. Her areas of concentration are TESL, language pedagogy and the use of technology in TESL. Her expertise is in the area of Technology- Enhanced Language Learning (TELL).  ORCID: https://orcid.org/0000-0001-7504-7143

Harwati Hashim is an Associate Professor at the Department of Teaching and Learning Innovations, Faculty of Education, Universiti Kebangsaan Malaysia (UKM). Her areas of concentration are; ESL, mobile learning, Mobile-assisted Language Learning (MALL), technology acceptance as well as language pedagogy and the use of technology in teaching ESL. ORCID: https://orcid.org/0000-0002-8817-427X