THE USE OF GAMIFICATION AS A METHOD IN TEACHING ENGLISH TO SECONDARY SCHOOL STUDENTS

Abstract

This article examines the use of gamification as an instructional method in teaching English to secondary school students. Grounded in contemporary approaches to language education, gamification involves the systematic integration of game elements—such as points, badges, levels, and leaderboards—into classroom activities to create structured, engaging learning experiences. The study employed a one-group pre-test–post-test design with 50 students aged 14 to 17 to evaluate changes in English proficiency and engagement before and after the implementation of gamified instruction. Quantitative results revealed a notable increase in language proficiency, with overall performance improving by 16.2% across vocabulary, grammar, reading, and listening. Student engagement also showed a strong positive trend, increasing from an average score of 3.2 to 4.4 on a 5-point scale. These findings demonstrate that gamification promotes more active participation, enhances task completion, and supports measurable learning outcomes. The article concludes that when implemented with a clear methodological framework, gamification functions not merely as a motivational tool but as an effective instructional method for organizing and enhancing English language learning in secondary schools