Gamification in english language teaching elementary school

Abstract

This research explored English teachers' perceptions of using gamification in English language teaching. The study aimed to examine the significance of gamification in English language instruction by exploring teachers' views and experiences related to classroom practices and student involvement. It involved five English teachers from two private educational institutions in Playas canton and followed a qualitative phenomenological approach through individual interviews. The findings showed that all participants considered gamification a useful teaching strategy because it helped make lessons more interesting and encouraged students to participate more actively in class. The teachers also mentioned that game-based activities increased students' motivation, confidence, interaction, and interest in learning English. At the same time, the participants explained that using gamification successfully depends on several factors. They pointed out that access to technology, enough time to prepare activities, continuous teacher training, and support from the school are important for achieving positive results. Some teachers also explained that they combine digital platforms with traditional games to adapt their lessons to the resources available and the needs of their students. The study suggests that gamification can be an effective strategy for improving English language teaching when it is carefully planned and supported by appropriate resources and professional development. The findings may also help teachers and educational institutions better understand how gamification can be used to create more engaging and meaningful learning experiences in the English classroom.