Investigating Pre-Service Teachers’ Pedagogical Purposes Behind The Use Of Gamified Learning In Efl Classrooms

Abstract

This study aims to investigate the pedagogical reasons of pre-service teachers in applying gamification in English as a foreign language learning and the learning objectives to be achieved through its use. This study uses a quantitative approach with a survey method. Data were collected using Likert-scale questionnaire that had been validated by experts to ensure validity and minimize potential research bias. Respondents in this study were pre-service teachers who had experience or knowledge of the use of gamification in English language learning. The data obtained were then analyzed using descriptive statistics to identify trends in respondents' perceptions of the pedagogical reasons and objectives for using gamification. The results of the study show that pre-service teachers have a very positive perception of the use of gamification, especially in creating a fun learning atmosphere, increasing student motivation and engagement, and supporting more meaningful and reflective learning. These findings indicate that gamification has the potential to be an effective and innovative learning strategy in improving the quality of English language learning.