Abstract

In contrast to established methods of English language pedagogy, the positive impact of gamification on English language acquisition is increasing. The addition of games for language understanding in classrooms is pedagogically innovative, leading to instructional competence. A gamified approach has made language learning more accessible through amicable interactions. In the Saudi context (Umm Al-Qura University), imparting language skills through gamified activities has redefined language instruction by enhancing student engagement, leading to positive, creative, and critical impacts. This study argues that the incorporation of a gamified approach as an extrinsic motivational technique influences intrinsic impetus in EFL classrooms. Kurt Lewin’s action-research model (planning, acting, observing, and reflecting) guided the study’s design, along with prequestionnaires and postquestionnaires, reflecting students’ improved motivation. The study's analysis identified gamification’s influences on grammar, vocabulary retention, and fluency, all of which contributed to enhanced language acquisition. Findings revealed substantial progress, as illustrated by the 38 participants during a 10-week session regarding maintaining lucrative stimulation for English language learning. In addition, gamification, as an emergent teaching instructional strategy, reinvigorated EFL students and motivated them to learn English effectively.

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