Effectiveness of Gamification Elements in English Language Classrooms for Anxiety Reduction
Keywords:
Gamification, ESL Learners, Student Engagement, Motivation, Anxiety Reduction, Speaking Anxiety, Challenges.Abstract
This research investigates the perspectives of English as a Second Language (ESL) teachers working in secondary schools about the incorporation of gamification aspects into English language classes. Through qualitative interviews, the research investigates the experiences, problems, and perceived benefits that are related with gamification from the perspective of instructional professionals. According to the findings, there was a good influence placed on student involvement, motivation, and anxiety reduction, which is consistent with the findings of earlier study. However, problems like as technological limitations and the need for a balanced approach highlight the significance of continued assistance for educators. According to the findings of the study, there is a wide range of perspectives held by educators, which underscores the need of customizing instructional methods. The findings provide recommendations for improving the incorporation of gamification in ESL instruction, including focused professional development, collaborative platforms for knowledge exchange, and a flexible, adaptable approach to accommodating varied classroom dynamics.
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