Gamification in Teaching English: Theoretical and Practical Aspects

Authors

  • Pakirdinova Sharofatkhon Abdumutallibjonovna Senior teacher, Fergana State University, Faculty of English Language and Literature, Chair of Methodology of Teaching English, Uzbekistan
  • Mukhtorova Rakhimaxon Vokhidjon qizi Teacher, Fergana State University, Faculty of English Language and Literature, Chair of Methodology of Teaching English, Uzbekistan

Keywords:

Gamification in ELT, language acquisition, vocabulary development

Abstract

This paper investigates the impact of two innovative gamification models—Role-play Roulette and Vocabulary Dungeon—on English language learning in higher education contexts. Designed to address the motivational and engagement gaps in traditional pedagogy, these models integrate contextual storytelling, role-based improvisation, and task progression to enhance learners’ communicative and lexical competence. A three-week implementation among undergraduate students demonstrated statistically significant improvements in vocabulary acquisition and speaking fluency. Learner feedback further confirmed heightened motivation, reduced anxiety, and increased participation. These results suggest that immersive gamified approaches can serve as effective pedagogical tools in fostering active language use and long-term learner engagement.  

References

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Huyen, N. T. T., & Nga, K. T. T. (2003). Learning vocabulary through games: The effectiveness of learning vocabulary through games. Asian EFL Journal, 5(4), 1–15.

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Published

2025-06-23

Issue

Vol. 5 No. 06 (2025): Volume 05 Issue 06

Section

Articles

License

Copyright (c) 2025 Pakirdinova Sharofatkhon Abdumutallibjonovna, Mukhtorova Rakhimaxon Vokhidjon qizi

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.