| dc.description.abstract | Abstract
This MA thesis explores the potential benefits of integrating gamification principles within an English as a Foreign Language (EFL) context. The study employed a qualitative research design, with a single case study in the form of a gamified English lesson to investigate the impact of gamification on student motivation and engagement. The study utilized a questionnaire and a group interview as its data collection tools, and was carried out with eighteen 7th grade students in a Norwegian school, attempting to answer the research question: To what extent does non-digital gamification enhance student engagement and motivation in an EFL context?
The findings of this research indicated generally positive trends, suggesting that students value and enjoy engaging in communicative, and collaborative activities facilitated through gamification. Furthermore, the opportunity to engage in a gamified activity that allowed for creative expression through imagination and creativity was reported as highly valuable in terms of motivation. The incorporation of game elements and mechanics into the learning process resulted in increased motivation, active participation, and authentic language learning. The participants’ positive reception of gamified activities highlights the potential of gamification to promote an engaging and interactive educational environment.
This study contributes to the growing body of research on gamification in education and provides insights for educators and practitioners seeking exciting and engaging approaches to enhance EFL instruction. Furthermore, the results demonstrates the benefits of non-digital gamification, making the application of gamified activities more accessible without the need for digital literacy. The results encourage more exploration and implementation of gamification techniques to promote engagement and motivation, creativity and expression, interactivity, and effective language acquisition in EFL settings. | |
