Investigating the role of gamafication in enhancing motivation for foreign language learning among primary students in Tizi-Ouzou
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Date
2025
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Éditeur
Universié Mouloud Mammeri Tizi Ouzou
Résumé
Beginner pupils of English often face a low motivation, limited participation and anxiety in
the classroom, especially when exposed to traditional teaching methods based on
memorization and repletion. To respond to this issue the present study investigates the
effectiveness of Gamification in improving both motivation and academic achievement in
English among fourth-year primary school learners in Tizi-Ouzou, Algeria.
I to determine whether the use of gamification can improve pupil’s English performance and
to what extent it increases their motivation and engagement during lessons. A mixed method
design was adopted, twenty (20) pupils took part in a quasi-experimental study involving a
pre-test, a gamified learning phase for the experimental group and a post-test. A questionnaire
was also administered to English teachers to support the quantitative data with qualitative
insights. The results showed a noticeable improvement in the experimental group compared to
those taught through traditional instruction. Gamification created a more positive learning
atmosphere, reduced fear of making mistakes and encouraged collaboration and active
participation.
I concludes that educational games can be a valuable tool in teaching English to beginners
pupils, particularly those who struggle with motivation. It recommends that teachers integrate
game-based activities to make learning more meaningful, enjoyable and confidence-building.
Description
70p. : Ill. en coul. ; (+CD-Rom)
Mots-clés
Motivation, Quasi-Experimental study, Beginner English Learners, Mixed Methods, Engagement, Gamification, Academic Achievement
Citation
Didactics of foreign language