Teaching through Gamification Influences Learners' Motivation, Engagement, And Self Reliance: Evidence from The ESL Classroom

Document Type : Original Article

Author

Lecturer II, Institute of Business Management, Department of Communication and Languages , Sector 13A Post office housing society Gulzar e hijri Karachi,Pakistan

Abstract

This study investigated how the teaching of the English language through gamification can impact the motivation, engagement, and self-reliance of English as a Second Language (ESL) learners, affective dimensions crucial for language acquisition. The research employed a quantitative approach, using a comprehensive questionnaire to survey 218 undergraduate engineering students (202 males and 16 females) at a public sector university in Karachi, Pakistan. Descriptive statistics and regression analysis were employed to investigate the relationships between gamification elements and the motivation, engagement, and autonomy of English as a Second Language (ESL) learners. The Study found a positive correlation between gamification strategies and increased motivation, engagement, and self-reliance among learners. Students exposed to gamification techniques consistently demonstrated higher motivation and autonomy in their language learning experiences. The Study is limited to a single university setting, which may affect the generalizability of the results. Future research should consider expanding the Study to varied educational contexts to further validate these findings. The insights gained underscore the potential of gamification to foster a more dynamic and motivating ESL learning environment. Educators can leverage these strategies to enhance student engagement and promote self-directed learning.
This research adds to the growing body of literature on gamification in education, highlighting its effectiveness as a pedagogical tool, particularly within the context of ESL instruction in Pakistan.

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Article History

Receive Date: 2025/2/18

Revise Date: 2025/5/13

Accept Date: 2025/5/20

Publish Date: 2025/5/20

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