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737
THE EFFECTIVENESS OF GAMIFICATION IN ENGLISH GRAMMAR LESSONS
Mirtillayeva Nozima
Chirchik State Pedagogical University
4
th
year student of the Faculty of Tourism,
Foreign Language and Literature (English).
Supervisor:
Rozikova Zilola Tursunboy qizi
Teacher of Chirchik State Pedagogical University
E-mail:
rozikova1625@gmail.com
Abstract:
This article is about gamification in english grammar lessons.
In today’s rapidly
developing world, the increase in demand and need for learning and teaching English is a natural
situation. Therefore, many new methods have been devised by linguists to make it easier for
students to teach English, especially English grammar.
Keywords:
Gamification, second language, game-based learning, teaching, learning, linguistic
games, communicative games, information gap games, guessing games, search games, matching
games, labeling games, exchanging games.
Annotatsiya:
Ushbu maqola ingliz tili grammatikasi darslarida o'yinlashtirish haqida. Hozirgi
jadal rivojlanayotgan dunyoda ingliz tilini o'rganish va o'qitishga bo'lgan talab va ehtiyojning
ortishi tabiiy holatdir. Shu bois talabalarga ingliz tilini, ayniqsa ingliz tili grammatikasini
o‘rgatishda qulaylik yaratish maqsadida tilshunos olimlar tomonidan ko‘plab yangi usullar ishlab
chiqilgan.
Kalit so'zlar:
Gamifikatsiya, ikkinchi til, oʻyinga asoslangan oʻrganish, oʻqitish, oʻrganish,
lingvistik oʻyinlar, kommunikativ oʻyinlar, axborot boʻshligʻi oʻyinlari, taxmin qilish oʻyinlari,
qidiruv oʻyinlari, mos keladigan oʻyinlar, etiketkalash oʻyinlari, oʻyinlar almashish.
INTRODUCTION
Traditional teaching strategies frequently concentrate on a single learning domain, such
as the cognitive or psychomotor domain. Contrarily, this hardly satisfies the criteria of
knowledge, competence, and attitude. As a result, teaching strategies that concentrate on a single
learning area both impede active learning and cause learning to be delayed or stopped by
lowering students' motivation. Students must employ multiple abilities at once to solve problems
in the real world in order to develop the new century skills [1]. This requires the development of
the learning environments which consider new teaching strategies and surroundings. Even
though traditional methods have been refined over hundreds of years and include tremendously
valuable and useful knowledge, today's children need much more. Teaching a language is a
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complicated process which requires considering and applying a method while performing it and
is conducted through a method in a language class, whether foreign language learners (FL) are
very keen in studying grammar. They often ask their teachers to teach them the essentials of the
FL grammar that allow them to reduce set of complicated rules. The current article is devoted to
the study of effectiveness of games in teaching grammar to learners with different levels[2].
This work represents the range of scientific works on this study by different scientists. This
work shows the ideas, opinions and facts of different scientists related to the study of games.
Therefore, the purpose of the study was to prove the effectiveness of games in teaching grammar
as sub-skill to learners. In order to ensure the implementation of the President’s decisions on
further improvement of the system of learning foreign languages, many important works are
being carried out in our country. According to the opinion of our head of state, in order to
perfectly master his field and compete at the world level, every business owner must be able to
understand and speak a foreign language fluently. It is known that it is very important to take
into account the age and psychological state of learners when teaching a foreign language.
Special attention should be paid to this, especially when teaching a foreign language to young
children. In the decisions of our country’s president, attention has been paid to this issue, that is,
grammar material is not provided to first graders in foreign language teaching. According to the
definitions given in the dictionaries, “grammar is a system of rules and principles followed in the
construction of oral and written speech; is a science that studies the structure of words and
sentences” [3].
METHODS
Gamification in this context considers the requirements and objectives of users by offering
an intrinsic motivation coupled with dedication. The game's rules and manner of thinking,
according to Zichermann and Cunningham , are created to hold players' interest and facilitate
problem-solving. The term "gamification" was first used in the disciplines of digital media and
marketing, but since it has also been applied to other fields [4]. Gamification is also cited as
being extremely helpful in learning by Pappas as listed below:
a)Gamification will inspire interest in and dedication to the lesson,
b) The idea of e-learning will be both enjoyable and educational,
c) The information will become permanent,
d) Students will have the chance to experience their real lives;
e) It will offer an effective learning environment. Theoretic Approaches in Gamification Along
with the fact that gamification contains important parts of the game elements, motivation and
motivational behavior change are seen on the basis of gamification. In this context, taking into
account the theoretical approaches in gamification studies in the field of education, Malone
Motivation Model, Self-determination Theory and Fogg Behavior Model are the main
approaches that should be emphasized [5].
These three approaches will help to achieve a better result by understanding the
psychological basis of gamification in the process of implementing gamification on a system.
The most effective way to interest children in the early stages of learning English is to organize
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lessons with various interactive games. Grammar lessons organized with the help of games are
also very interesting. In this place, scientists expressed such opinions about games. According to
Haldfield : “A game is an activity with rules, a goal and an element of fun… Games should be
regarded as an integral part of the language syllabus, not as an amusing activity for Friday
afternoon or for the end of the term.” This definition highly evaluates the importance of games in
teaching. Haldfield adds: “Games can be used at all stages of the progression from controlled to
free practice, serving at one end of the range as a memory aid and repetition drill, at the other as
a chance to use the language freely and as a means to an end rather than an end in itself. They
can also serve as a diagnostic tool for teacher, who can note areas of difficulty and take
appropriate remedial action.” Haldfield further emphasizes the effective use of games. Students
are always lazy to do the tasks. Therefore, games are used suitably in the way in which learners
are led to participate in the games so that learners can have a chance to practice or use the new
language items they have just learnt eagerly and willingly instead of forcing them to do the tasks
unwillingly. It is more effective in a way that students can play and learn at the same time.
RESULT
One significant challenge faced by English teachers is to keep their students engaged and
interested in the learning activities. The majority of the students refuse to be involved in the
activities due to shyness, fear of making mistakes, and low self-confidence. A study by
Kamiluddin noted that numerous studies were carried out in the past, revealing that ESL
students were more likely to achieve better improvement in learning the language when they
were well-motivated, and their learning preferences were accommodated proportionally [6].
Mufidah indicated that digital game-based learning, would reduce foreign language learning
anxiety among students and promote better grammar achievement. In this study, gamification is
being used to enhance ESL learners’ positive attitudes in the classroom toward learning English.
The students need to have an interest in the subject and motivation to participate in the classroom.
In addition, the lesson must be engaging enough for students to stay focused throughout the
lesson which enhances their understanding of the subject matter. Teachers need to create a
learning environment where students feel more comfortable and willing to participate in the
learning tasks without much stress and anxiety. Gamification has been used by teachers,
including Malaysian English teachers has shown positive effects in enhancing the teachers’
teaching pedagogies to increase students’ motivation and interest in learning English [7].
Gamification is an innovative approach to education that is continuously emerging. Since the
pandemic, English teachers have been exposed to many digital applications that can be used in
their teaching and learning. Some of the most popular tools that are widely used among teachers
are Kahoot, Quizizz, Quizlet, and Wordwall. Games are student-focused activities requiring
active involvement of learners. In Crookall’s opinion, learners and teachers change their roles
and relations through games and learners are encouraged to take active role in their learning
process. As a result, games provide learners with a chance to direct their own learning. From an
instructional view point, creating a meaningful context for language use is another advantage
that games present. By using games, teachers can create contexts which enable unconscious
learning because learners’ attention is on the message, not on the language. Therefore, when they
completely focus on a game as an activity, students acquire language in the same way that they
acquire their mother tongue, that is, without being aware of it [8].
DISCUSSION
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In this study, the effectiveness of gamification in teaching and learning ESL was analyzed
along three dimensions: 1) learning interest, 2) motivation, and 3) engagement. Among the 40
students participating in this study, 22 are males and 18 females, with the age of 16 years old.
For each of these dimensions, participants indicated their agreement or disagreement on a 4-
point Likert scale (“strongly disagree”, “disagree”, “agree”, “strongly agree”) to several related
descriptors. The results for each dimension are discussed in detail. The effectiveness of
gamification was the subject of a year-long study by University of Colorado Denver professor
Traci Sitzmann. She gathered data from 6,476 adults in total [9]. The results showed that learners
who learned in the following manner improved most quickly :
a)
Skill-based knowledge level increased by 14%
b)
Factual-knowledge level increased by 11%
c) Retention of material learnt increased by 9% Technology has a crucial role in EFL classrooms
and enhances students' interest. Shyamlee and Phil (2012) claimed that;
The last two decades have deposed a revolution due to incipience of technology, and has
shifted the dynamics of various industries, and has also affected the industries and the way
people communicate and work in the society. This speedy rising and advancement of
information technology has proposed a greater pattern to explore the new teaching model. As a
result, technology plays a highly important role in English teaching. The use of games in the
classroom environment attracts students' interest and boosts their motivation to meet learning
objectives, according to a 2018 study by Bicen & Kocakoyun [10]. Consequently, gamification
might be utilised as a successful learning method when instructing. Çakıroğlu et al. used
gamification techniques to investigate the relationship between student engagement and
academic success[12]. The study involved 37 college students, ranging in age from 18 to 24. The
use of gamification in the classroom was found to increase students' engagement and academic
achievement. There aren't many studies that concentrate on how gamified learning affects
students' achievement in a particular area of language acquisition, such vocabulary learning. The
pretest posttest quasi-experimental study on two separate groups of engineering students done by
Yip and Kwan is one of these investigations. Websites provided assistance with the group's
vocabulary instruction. Contrarily, the control group studied the words in the conventional way.
The outcomes demonstrated that the experimental group outperformed the control group in terms
of academic growth [13].
CONCLUSION
The purpose of this research is to show the intervention of other gamification applications for
education to be used in the English classroom environment. The tools chosen are Class Dojo and
Genially, which aims to stimulate students’ interest, motivation and engagement within the
subject. Even if these applications are not widely used among Malaysian teachers, this study is
essential in giving researchers a platform to evaluate how well these two teaching methods work
for all students when it comes to teaching and learning ESL. The results indicated that using
gamification in the classroom can be an effective way in teaching and learning especially in the
subject of English due to its’ positive outcome to stimulate learners in increasing their learning
interest, motivation and engagement. However, it should be noted that these findings are based
on the implementation of only two gamification tools in the ESL classroom. Teaching young
learners is a very demanding issue that needs consideration. Research in Turkey has shown that
only 35% of pre-service teachers of English believe that their teacher education curriculum
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prepare them as effective teachers of English that can teach young learners successfully. This
problematic issue is important because the teacher should come up with the most suitable
activities and tasks to teach young learners. As such, games are one of the best ways to direct
young learners’ energy not only to grammar learning, but also too many skills and areas of the
language. It should be taken into consideration that as learners are young ones, teaching them
through games require special effort from the teacher.
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