EXPLORING PEDAGOGICAL IMPLICATIONS OF GAMIFICATION IN EFL CLASSROOM

Abstrak

This study examines the pedagogical implications of implementing gamification in English as a Foreign Language (EFL) learning through a qualitative literature review. The analysis shows that gamification plays an important role in increasing student motivation and engagement by fulfilling the psychological needs of autonomy, competence, and social connectedness. The main pedagogical implications include a change in the role of the teacher from a traditional lecturer to a facilitator who designs learning activities that are engaging and appropriate to students' characteristics. In addition, gamification creates an interactive and low-anxiety learning environment, which supports effective language acquisition through immediate feedback and repetition. However, successful implementation is highly dependent on teacher readiness, technology availability, as well as institutional support and learning culture. Another implication is the need to balance the use of external rewards and the creation of an inclusive atmosphere to maintain students' intrinsic motivation. Thus, gamification has the potential to transform EFL learning practices to be more dynamic, participatory and meaningful if implemented with careful pedagogical planning and contextual adaptation.