Gamification in Teaching English to Young Learners: A Review of Recent Studies
DOI:
https://doi.org/10.26418/jeep.v6i2.94890Keywords:
Gamification, TEYL, integrated language skills, primary EFL learners, language pedagogyAbstract
Few studies have thoroughly examined gamification's effects on integrated language abilities in Teaching English to Young Learners (TEYL), especially at the upper elementary level, even though it has grown in popularity as an interesting teaching strategy. By doing a comprehensive literature analysis of 14 empirical studies published between 2020 and 2025, this study seeks to close that gap by examining the ways in which gamification affects the vocabulary, reading, writing, speaking, and listening development of EFL learners between the ages of 7 and 12. To find current trends, pedagogical methods, and difficulties, the papers were chosen from a variety of geographic contexts and subjected to thematic synthesis analysis. The results show that when gamification is in line with specific learning objectives, it increases learner motivation, encourages active engagement, and improves holistic language development. While infrastructural constraints and teacher preparedness were identified as implementation difficulties, blended gamification and multimodal techniques were shown to be especially successful. By providing useful advice for creating learner-centered gamified instruction, this review advances the subject and makes recommendations for future research and professional development in basic EFL situations.References
Adrefiza. (2022). Using Gamification in the English Classroom: Impact on Motivation and Learning Outcomes. Qalamuna - Jurnal Pendidikan, Sosial, Dan Agama, 14(2), 537–548. https://doi.org/10.37680/qalamuna.v14i2.xxxx
Alnujaidi, S. (2025). The Impact of Gamification-Assisted Language Learning on EFL Students’ Acquisition of Phrasal Verbs. International Journal of Information and Education Technology, 15(3), 488–495. https://doi.org/10.18178/ijiet.2025.15.3.2260
Alshaikhi, N. M. A. (2020). The Effect of Enrichment Activities Based on Gamification on Motivation and Achievement in the English Language Course among 4th Grade Elementary Students. Multi-Knowledge Electronic Comprehensive Journal for Education and Science Publications (MECSJ). www.mecsj.com
Ariani, F., & Afnita, N. (2024a). The Influence of Digital-Based Gamification on Student Engagement and Language Literacy Skills: A Study at Madrasah Tsanawiyah. Jurnal Komunikasi Pendidikan, 8(2), 141–156. https://doi.org/10.32585/jurnalkomdik.v8i2.5036
Ariani, F., & Afnita, N. (2024b). The Influence of Gamification and Student Engagement Models on Students’ Language Literacy Skills. Jurnal Komunikasi Pendidikan, 8(2), 141–156. https://doi.org/10.32585/jurnalkomdik.v8i2.5036
Biantoro, B., Waloyo, A. A., & Masduki, M. (2024). Implementing Blended Learning and Gamification to Develop Learners’ Speaking Skills in an English-Speaking Club. Journal of Community Service and Empowerment, 5(3), 559–569. https://doi.org/10.22219/jcse.v5i3.32559
Boonroungrut, C., Saroinsong, W. P., & Thamdee, N. (2022). Research on students in covid-19 pandemic outbreaks: A bibliometric network analysis. International Journal of Instruction, 15(1), 457–472. https://doi.org/10.29333/iji.2022.15126a
Booth, A., Sutton, A., & Clowes, M. (2021). Systematic Approaches to a Successful Literature Review. Sage Publications.
Cancino, M., & Viguera, C. (2024). The Impact of A Gamified Approach On Vocabulary Learning And Vocabulary Self-Efficacy: Evidence From A Chilean Primary EFL School. Revista de Linguistica y Lenguas Aplicadas, 19, 33–43. https://doi.org/10.4995/rlyla.2024.19932
Cortinas, S. C., & Torres, A. R. (2024). Literacy Development Through Game-Based Learning and Gamification in EFL In Primary Education: A Comparative Study. DIGILEC: Revista Internacional de Lenguas y Culturas, 11, 240–268. https://doi.org/10.17979/digilec.2024.11.11176
Dörnyei, Z. (2019). The psychology of the language learner: Individual differences in second language acquisition. Routledge.
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE.
Julita, R. (2023). The Impact Of Gamification On EFL Students’ Reading Comprehension. JEFLE: Journal of English as a Foreign Language Education, 4(2), 136–149.
Kern, R. (2020). Literacy and language teaching. Oxford University Press.
Kitchenham, B. (2004). Procedures for Performing Systematic Reviews.
Leavy, P. (2017). Research Design: Quantitative, Qualitative, Mixed Methods, Arts-Based, and Community-Based Participatory Research Approaches. Guilford Press.
Marin-Pacurucu, B. A., & Argudo-Garzón, A. L. (2022). Gamification Strategies and Speaking Fluency in EFL Elementary Students. Iustitia Socialis. Revista Arbitrada de Ciencias JurÃdicas, 7(1), 77. https://doi.org/10.35381/racji.v7i1.1702
Ndayishimiye, E., Ngabonziza, J. D. D. A., & Ngirabakunzi, S. N. (2024). The Effect of Gamification on Learners’ English-Speaking Skills Performance: A Case of Five Selected High Schools in Kicukiro District, Rwanda. African Journal of Empirical Research, 5, 797–812. https://orcid.org/0000-0002-7029-6906
Okoli, C., & Schabram, K. (2010). A Guide to Conducting a Systematic Literature Review of Information Systems Research. Sprouts: Working Papers on Information Systems.
Sin, O. K., & Said, N. H. M. (2020). Accessing Effect of Gamification for Primary Pupils’ English Learning Performance. Innovative Teaching and Learning Journal, 4(2), 71–88. https://itlj.utm.my/index.php/itlj/article/view/57
Suharno, Suherdi, D., & Gunawan, W. (2023). The Effects of Teaching Presence on Students’ Motivation and Performance in A Long-term Online Gamified EFL Listening Course. International Journal of Instruction, 16(2), 1111–1134. https://doi.org/10.29333/iji.2023.16259a
Tayeh, Q., Krishan, T. M., & Malkawi, N. (2024). The Effect of Using Gamification to Improve EFL Students’ Academic Performance. Journal of Ecohumanism, 3(7), 45–54. https://doi.org/10.62754/joe.v3i7.4173
Thao, T. Q., & Huyá»n, D. T. T. (2022). Insights Into Young Learners’ Attitudes Towards Gamified Learning Activities in English Language Learning. TNU Journal of Science and Technology, 227(13), 25–31. https://doi.org/10.34238/tnu-jst.6229
Thomas, J., & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC Medical Research Methodology, 8. https://doi.org/10.1186/1471-2288-8-45
Thurairasu, V. (2022). Gamification-Based Learning as The Future of Language Learning: An Overview. European Journal of Humanities and Social Sciences, 2(6), 62–69. https://doi.org/10.24018/ejsocial.2022.2.6.353
Thuy, N. T. T., & Hung, L. N. Q. (2021). Teachers’ Perceptions of using Gamification Apps in Teaching Speaking Skill to EFL Young Learners. International Journal of Science and Management Studies (IJSMS), 81–97. https://doi.org/10.51386/25815946/ijsms-v4i5p108
Unay, G., & Beceren, S. (2025). The Efficacy of A Digital Gamified Assessment Tool in Teaching English To Young Learners. IJLER: International Journal of Language and Education Research.
Yaroshenko, O., Kokorina, L., Shymanovych, I., Naumovska, N., Shchaslyva, N., & Serdiuk, N. (2022). The Modern Principles of Gamification in the Teaching of English as a Foreign Language. Revista Romaneasca Pentru Educatie Multidimensionala, 14(1Sup1), 437–452. https://doi.org/10.18662/rrem/14.1sup1/560
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Journal of English Education Program
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright aims to protect the specific way the article has been written to describe an experiment and the results. Journal of English Education Program (JEEP) is committed to its authors to protect and defend their work and their reputation and takes allegations of infringement, plagiarism, ethical disputes, and fraud very seriously. Under the terms of the Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0), author(s) retain copyright and grant the journal the right of first publication (online and print) with the work simultaneously. We use the ShareAlike (SA) component in addition to the Attribution (BY) and NonCommercial (NC) components, as follows:
BY (attribution): Users are allowed to share, distribute, and redistribute the published article in any medium or format, with identification of the authors and its initial publication in this journal. Authors are encouraged to post and distribute their articles immediately after publication (e.g., institutional or public repositories, personal websites). Authors are allowed to enter into additional contractual arrangements for the non-exclusive distribution of the published article and an acknowledgment of its initial publication in this journal.
NC (non-commercial): Users are not allowed to use the article commercially without the permission of the authors. Authors agree explicitly that the published article is indexed worldwide in databases, repositories, and indexation services, even if these services operate on a commercial basis. Authors grant Journal of English Education Program (JEEP) explicit the right to include the published articles in databases, repositories, and indexation services.
SA (ShareAlike): If user(s) remix, transform, or build upon the material, they must distribute their contributions under the same license as the original (CC BY-NC-SA 4.0).
