Gamification as a strategy to improve english language learning: a literature review
DOI:
https://doi.org/10.62305/alcon.v6i4.1250Keywords:
gamification; English language learning; motivation; educational technology; language teachingAbstract
This literature review analyzed recent scientific evidence on gamification as a strategy to improve English language learning. An integrative, descriptive-analytical review of peer-reviewed publications from 2021 to 2026 was conducted, prioritizing reviews, meta-analyses, and empirical studies focused on motivation, participation, achievement, and language skills. The synthesis showed that gamification tended to enhance motivation, engagement, and enjoyment, while improvements in vocabulary, reading, speaking, and overall achievement were reported when game elements were aligned with explicit language objectives, immediate feedback, graduated challenges, and progress tracking. However, effects were not uniform: some studies reported limited benefits for self-efficacy or sustainability, whereas excessive competition, technical problems, novelty effects, and superficial design emerged as risks. It is concluded that gamification is a promising pedagogical strategy, but its effectiveness depends on instructional design, suitability for learner characteristics, teacher mediation, and the continuity of the intervention.
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