Document Type : Original Article
Authors
English Department, Tabaran Institute of Higher Education, Mashhad, Iran
Abstract
Gamification is becoming an attractive concept for teachers and researchers in education as it appears to be an increasingly popular method to motivate learners. This study aims to examine the existing evidence of gamification on the impact of educational gamification on EFL learners’ self-efficacy to analyze the advantages of its implementation in English language classrooms. For this, a total of 40 Iranian female intermediate EFL learners were selected through convenience sampling and categorized into two groups (experimental and control groups). The learners of both groups were asked to answer a questionnaire as a pretest and posttest. Flippity and Wordwall websites were applied in the experimental group as the treatment, and the traditional method was used for the control group. The classes were held online. The results demonstrated that gamification as a treatment in the experimental group was effective in the post-test and applying gamified activities had a significant effect on the learners’ self-efficacy. However, there was not any significant difference between the pretest results of both groups. The results of this study will help the instructors, syllabus designers, curriculum developers, and learners to provide modern and up-to-date teaching materials to better involve learners in classroom activities.
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