Vergara Mendoza, Ketty ZoraidaWasbrum Tinoco, Wendy Esthela2026-03-302026-03-302026-03-30UPSE-MPI-2026-013https://repositorio.upse.edu.ec/handle/46000/16446Growth in technology and gamification use in the classrooms have gained renewed interest about how the two can improve language skills. This study will thus focus on the application of these tools and techniques to prove beneficial in the adult Students at a military high school of aviation who are on the A2 level can improve their writing abilities. The primary goal of the study was to find out how much gamified writing assignments and technology can sustain student’s the motivation and promote good writing practices. The research took on a mixed method approach and had 70 respondents randomly assigned to two groups: control group applying conventional writing tasks, and experimental group immersed in gamified tasks and technology. The research results, therefore, will be useful for teachers searching for innovative and functional solutions for mixed language acquisition needs of adult learners. The eight-week experimental study employed a comprehensive data collection approach, includ ing pre and post-test designs, survey, and qualitative feedback. Gamified assignments not only encouraged students to complete the learning activities but also offered a more dynamic learning environment, even though the experimental group fared better than the control group with notable gains in engagement and writing skills. fe While providing immediate feedback, technology catered to individual learners, which relieved the work of writing practice and rendered it enjoyable.engopenAccessAttribution-NonCommercial-NoDerivs 3.0 United Stateshttp://creativecommons.org/licenses/by-nc-nd/3.0/us/GAMIFICATIONLANGUAGE SKILLSTECHNOLOGYMOTIVATIONWRITING ABILITYGAMIFICATIONWRITING ABILITYmasterThesis