English Gamification Reading Room

Budiarti, F., Masjid, A., Djufri, E., Gamification in L2 Vocabulary Acquisition for Primary Education: A Systematic Literature Review (2019–2024). Retrieved online, January 2026: https://dspace.kmf.uz.ua/jspui/handle/123456789/5088

Abstract: The acquisition of second language (L2) vocabulary in primary education faces significant hurdles due to cognitive demands and declining student engagement. This Systematic Literature Review (SLR) evaluates the effectiveness, motivational impact, and implementation challenges of integrating gamification into L2 vocabulary learning for primary students. Guided by PRISMA protocols, 25 high-impact journal articles published between 2019 and 2024 were analyzed. The results indicate that gamification significantly enhances both short-term recall and long-term retention compared to conventional methods. Key findings reveal that the "Points, Badges, and Leaderboards" (PBL) triad effectively satisfies psychological needs for competence and autonomy, while immediate feedback loops are critical for maintaining a "flow" state. Furthermore, gamification reduces "Foreign Language Anxiety" by creating a safe-to-fail environment. Despite challenges such as the "novelty effect" and infrastructure gaps, the study concludes that pedagogical integration—where teachers mediate digital tools is the primary driver of success. These findings offer a robust framework for educators to optimize early childhood language acquisition through gamified blended learning.ract T

Piloso-Cedeño, J. & Villafuerte-Holguin, J. (2025). Transition from Regular English Instruction to Bilingual Education: An Experience Using Gamification. Retrieved online, July 2025: https://osf.io/preprints/osf/hy7e9_v1

Abstract: Gamification delivers evidence of being an innovative approach that fosters student engagement and enhances proficiency in language education. This study aims is to examine the effects of gamification on the transition from traditional English language instruction to bilingual education in Manta-Ecuador. It uses an interpretative paradigm and a mixed-method research approach. The participants were 81 students attending a private high school located in Manta-Ecuador. Data collection instruments included flash surveys, focus groups, observation forms, and pre-test/post-test assessments of overall English proficiency. The researcher designed an educational intervention incorporating common gamification elements to reduce non-flow emotions and improve English proficiency. The findings indicate that classrooms using gamification experienced notable improvements. However, the results also revealed that students learn more effectively and experience less stress when activities are not graded. These results highlight the potential of gamification as an effective teaching strategy but also as a means to reduce student stress in high-pressure high school environments. Future research should explore the long-term effects of gamification and its impact on different levels of English proficiency.