Document Type : Research Paper
Authors
1 Assistant Professor, Department of Foreign Languages, Amirkabir University of Technology
2 Department of Foreign Languages, Islamic Azad University, West Tehran Branch
Abstract
This study investigated the effects of gamified language teaching on motivation and writing proficiency of Iranian pre-intermediate learners of English as a foreign language (EFL). Adopting a mixed-methods design, the study involved 60 learners aged 12–16, registered in 4 language classes of a private institute. Two classes were randomly selected as experimental groups receiving gamified language instruction and two classes to control groups receiving ordinary instruction. Quantitative data were collected through pre- and post-writing tasks scored using the Jacobs et al.’s (1981) analytic rubric and a validated Persian version of Dörnyei and Taguchi’s (2009) motivation questionnaire. Results of mixed-design ANOVA revealed that learners exposed to digital gamification demonstrated significantly greater gains in motivation and writing performance than those in the control group. Qualitative data from semi-structured interviews further supported these findings, revealing themes of increased motivation, enhanced engagement, perceived improvement in writing skills, user-friendly technology, and a strong preference for gamified learning. The findings suggest that well-designed digital gamification can effectively enhance both affective and linguistic outcomes in EFL writing instruction. Pedagogical implications highlight the importance of aligning game elements with instructional goals while balancing extrinsic rewards and intrinsic motivation.
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