Effects of Implementing Gamification in The English Course : A Case Study of Third Year Primary school EFL Pupils.

Abstract

The integration of gamification elements into English language learning has received increasing attention recently with the use of technology which is becoming a fundamental aspect when teaching a foreign language. English teachers must equip themselves with modern teaching techniques to achieve better learning outcomes. Yet, many teachers in Algeria still use traditional techniques. Conversely, the teaching and learning processes in the primary school need more attention, support, and materials for a good development. This study aims to examine how gamification and its elements can serve as an effective alternative to improve pupils’ motivation and develop their English language skills in the classroom. Thus, a mixed method approach was implemented to collect quantitative and qualitative data through using classroom observation, and a questionnaire addressed to two teachers. To reach this end, an exploratory case study was conducted with a third-year classroom at Ghattas Mohammed Primary School, in Maghnia, Wilaya of Tlemcen, and two EFL teachers from different primary schools. The findings showed that English language teachers prioritize the administrative program over creating a stimulating learning environment for their pupils. They lack creativity and innovation, as they do not incorporate gamification elements in their lessons. This work recommends strategies and applications for EFL teachers to enhance pupils' motivation, skills, and academic achievement.