Keywords
English as a second/foreign language
Game elements
Engagement
Motivation
How to Cite
Abstract
Recent advances in technology have led to a need to explore the up-to-date research on gamification. This study presents a systematic review of empirical research published between 2020 and 2025 on gamification in teaching/learning English as a second/foreign language in four peer-reviewed journals. Content analysis revealed that the most frequently used research design was the mixed methods quasi-experimental design. Regarding the areas of focus, three themes emerged: language skills, game elements, and psychological factors. The most frequently investigated skill was vocabulary, followed by reading, listening, grammar, pronunciation, pragmatics, and collocations. Motivation was the most commonly explored affective construct, followed by engagement, anxiety, and flow state. Points and scores were the most frequently investigated game elements, followed by immediate feedback, leaderboards, badges, rewards, narratives, and avatars. Overall, the findings suggest that gamification is an effective method for enhancing linguistic and affective gains. Therefore, this review has important implications for teachers and learners in EFL contexts.
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