The Future Landscape of English Language Teaching through Gamification
DOI:
https://doi.org/10.57176/jn.v5i2.209Keywords:
ESL, gamification, teaching EnglishAbstract
The rapid development of digital technology has significantly influenced the transformation of English language teaching practices. One of the emerging approaches is gamification, which integrates game elements into learning environments to enhance student engagement. However, despite its growing popularity, there is still limited comprehensive synthesis of recent research examining the future direction and effectiveness of gamification in English language teaching. Therefore, this study aims to explore the future landscape of English language teaching through gamification and to identify its impacts on learner motivation, engagement, and language proficiency. This research employed a Systematic Literature Review (SLR) using the PRISMA framework to systematically identify, screen, and analyze relevant studies. The literature search was conducted in the ERIC digital database with publication years limited to 2025–2026. The inclusion criteria consisted of studies focusing on English language learning, the application of gamification, and EFL/ESL contexts. After the screening and eligibility process, 14 relevant articles were selected for qualitative synthesis. The findings indicate that gamification significantly enhances students’ motivation, engagement, and participation in English learning. Gamified activities also contribute to the improvement of language skills such as speaking, vocabulary, and grammar, while reducing learning anxiety. Furthermore, the integration of emerging technologies such as artificial intelligence strengthens the effectiveness of gamified learning environments. Overall, gamification has strong potential to transform English language teaching into a more interactive, personalized, and technology-supported learning experience in the future.
References
Batlle Rodríguez, J., & Vicenta González Argüello, M. (2023). Gamification and learning Spanish as a modern language: student perceptions in the university context. Language Learning in Higher Education, 13(1), 89–103. https://doi.org/10.1515/cercles-2023-2016
Carrera-rivera, A., Ochoa, W., Larrinaga, F., & Lasa, G. (2022). How-to conduct a systematic literature review: A quick guide for computer science research. MethodsX, 9, 101895. https://doi.org/10.1016/j.mex.2022.101895
Chung, A. N. H. Q. U. E. (2025). Technology in language teaching & learning ai integration in pronunciation instruction : insights from secondary school EFL Teachers. 7(4). https://doi.org/10.29140/tltl.v7n4.103014
De Paiva Franco, C. (2022). Gamification in a textbook for Brazilian learners of English. Brazilian English Language Teaching Journal, 13(1), 1–11. https://doi.org/10.15448/2178-3640.2022.1.41062
Fernández-velásquez, J. R. (2025). Educational dualism in action : Systematic review of gamification and flipped classrooms ’ effects on young learners. 17(1), 1–12. https://doi.org/10.30935/cedtech/15749
Fu, Y., Zhang, L., Zhao, S., & Chen, Y. (2021). Perceptions of non-English major college students on learning English vocabulary with gamified apps. International Journal of Emerging Technologies in Learning, 16(18), 268–276. https://doi.org/10.3991/ijet.v16i18.24125
Gaurina, M., & Pavlin, J. (2021). Classrooms, Teachers’ knowledge and beliefs about gamification in physics. Journal of Baltic Science Education, 24(2), 255–270. https://doi.org/10.33225/jbse/25.24.255
Grab, M. O. (2025). Gamification in ESL Higher Education : A Pathway to Motivation and Engagement. 95–101. https://doi.org/10.34293/ education.v13i2.8567
Güzel, S. (2025). The impact of gamified modules on EFL learners ’ L2 motivational ‘ self ’ system. 21(1), 1–27. https://doi.org/10.29140/jaltcall.v21n1.1920
Helvich, J., Novak, L., Juklova, K., Helvich, J., Novak, L., Hubalovsky, S., & Juklova, K. (2025). Multifactor network analysis : exploring the cross-educational impacts on the effectiveness of gamification in english teaching to cite this article : multifactor network analysis : exploring the cross-educational impacts on the effectiveness of gamification in english teaching. https://doi.org/10.46328/ijte.994
Indiaka, S., Mwangi, W., & Sanyanda, J. (2025). Effectiveness of digital gamification in biology concept comprehension and learner motivation in secondary schools. 12(3), 519–530. https://doi.org/10.56059/jl4d.v12i3.1595
Jeon, E. (2025). Urban and rural students’ experiences with ai pengtalk in english learning : a comparative case study . 80(3), 125–147. https://doi.org/10.15858/engtea.80.3.202509.125
Klaewkla, T., Laoha, R., Auppawitsawakorn, R., & Seekarean, K. (2025). Gamified AI for EFL : A model to support engagement and collaboration in language classrooms. 15(4). https://doi.org/10.5539/hes.v15n4p551
Laoha, R., Chomthong, W., & Pongpanich, W. (2025). Artificial intelligence and English as a foreign language ( EFL ) teachers ’ competencies : A systematic review. 15(3), 262–292. https://doi.org/10.5539/hes.v15n3p262
Lee, J.-Y., & Baek, M. (2023). Effects of gamification on students’ English language proficiency: A meta-analysis on research in South Korea. Sustainability (Switzerland), 15(14). https://doi.org/10.3390/su151411325
Li, X., Xia, Q., Chu, S. K. W., & Yang, Y. (2022). Using gamification to facilitate students’ self-regulation in e-learning: A case study on students’ L2 English Learning. Sustainability (Switzerland), 14(12), 1–16. https://doi.org/10.3390/su14127008
Limantara, N., Hidayanto, A. N., & Prabowo, H. (2019). The elements of gamification learning in higher education: A systematic literature review. International Journal of Mechanical Engineering and Technology, 10(2), 982–991. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85063560359&partnerID=40&md5=e60268a4e768ec117d796d144cb5e309
Limantara, N., Meyliana, Gaol, F. L., & Prabowo, H. (2023). Designing gamified learning management systems for higher education. International Journal of Information and Education Technology, 13(1), 25–32. https://doi.org/10.18178/ijiet.2023.13.1.1776
Mario, K., Cruz, L. La, Noa-copaja, S. J., Turpo-gebera, O., Montesinos-valencia, C. C., Bazán-velasquez, S. M., & Pérez-postigo, G. S. (2023). Use of gamification in english learning in higher education : a systematic review. Journal of Technology and Science Education, 13(2), 480–497. https://doi.org/10.3926/jotse.1740
Matyakhan, T., Chaowanakritsanakul, T., & Santos, J. A. L. (2024). Implementing gamification to enhance reading engagement and reading comprehension of Thai EFL university students. LEARN Journal: Language Education and Acquisition Research Network, 17(1), 212–239. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85185971981&partnerID=40&md5=196d6a4f578aaba63d335b20e68a7a54
Palomino, P. T., Rodrigues, L., & Toda, A. (2023). Gamification and motivation. In gamification design for educational contexts: Theoretical and practical contributions (pp. 15–35). https://doi.org/10.1007/978-3-031-31949-5_2
Peña, A. Dela. (2025). Digital learning platforms in aircraft maintenance technology : Evaluating the effectiveness of gamified learning approaches. 33(1063519), 1–18. http://dx.doi.org/10.25304/rlt.v33.3373
Pham, C. H. (2025). The role of gamification in fostering inclusivity for Vietnamese adult EFL learners in continued education. 34(01).
Prihandoko, L. A., Maret, U. S., Amalia, S. N., Malang, U. N., Ulfah, B., Indo, U., Mandiri, G., Nooryastuti, N. A., & Malang, U. N. (2025). Fostering L2 grit in online gamified language learning : the role of self-efficacy, critical thinking, learning satisfaction and gamification in indonesian eap courses. 29(2), 1–22. https://doi.org/10.55593/ej.29114a5
Qub’a, A. A., Al-Haj Eid, O. A., Hasan, G. A., & Herz, J. Al. (2024). The effect of utilizing gamification in enhancing English language skills in University Settings. World Journal of English Language, 14(4), 428–436. https://doi.org/10.5430/wjel.v14n4p428
Rey, W. P., Serrano, E. A., Alfonso, A. B., Funilas, J. R. F., & Huplo, K. C. T. (2022). Gamification of learning as a supplementary learning support for Mapua IT Students. ACM International Conference Proceeding Series, 1–8. https://doi.org/10.1145/3535756.3535757
Rofiah, N. L., & Waluyo, B. (2024). Effect of gamified grammar and vocabulary learning in an English course on EFL students in Thailand. Teaching English with Technology, 24(2), 22–46. https://doi.org/10.56297/vaca6841/LRDX3699/DJJL1101
Sanemueang, C., Technology, I., Rajabhat, U. T., Thani, U., & Thani, U. (2025). The Effectiveness of Integrating CEFR-Aligned English Instructional Program with Gamification. 14(5), 123–134. https://doi.org/10.5539/jel.v14n5p123
Santiago, C. P., Rodrigo, A., Wally, J., Menezes, M., José, F., & Aquino, A. De. (2025). Gamification and self-determination theory in teaching computational thinking : an experience with quizizz Software. 24(3), 587–615. https://doi.org/10.15388/infedu.2025.17
Singh, C. K. S., Mulyadi, D., & Ong, E. T. (2024). Exploring the use of Kahoot! to monitor learning performance among students in higher education. Training, Language and Culture, 8(4), 36–47. https://doi.org/10.22363/2521-442X-2024-8-4-36-47
Tamayo, M. R., Cajas, D., & Sotomayor, D. D. (2023). Using gamification to develop vocabulary and grammar among a1 level of english students: a quasi-experimental design bt - applied technologies (M. Botto-Tobar, M. Zambrano Vizuete, S. Montes León, P. Torres-Carrión, & B. Durakovic (eds.); pp. 177–190). Springer Nature Switzerland.
Thi Van Pham, A., & Minh Pham, C. (2022). Teachers’ perceptions towards using gamification in teaching grammar for non-english majored students. Proceedings of the 2022 13th International Conference on E-Education, E-Business, E-Management, and E-Learning, 261–265. https://doi.org/10.1145/3514262.3514295
Xie, C., & White, A. R. (2025). A study on gamified education for English proficiency improvement in lishui city ’ s primary schools. https://doi.org/10.34293/ education.v13i3.8687
Yeşilçinar, S. (2023). Personalized learning through gamification: A ChatGPT approach to english language learning. In Transforming the Language Teaching Experience in the Age of AI (pp. 44–64). https://doi.org/10.4018/978-1-6684-9893-4.ch003
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Aryawira Pratama, Melli Kusmaningrum, Masita Arianie, Khoirunnisa
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
