Gamification In English Language Teaching: A Pathway to Fostering Teacher-Student Rapport, Teacher Immediacy and Students’ Willingness to Communicate
Aby John
DOI: 10.18355/XL.2024.17.04.04
Abstract
This research examines the role of gamification in enhancing English language teaching and investigates how it helps in improving teacher-student rapport (TSR), teacher immediacy (TI), and students’ willingness to communicate (WTC). Research focusing on the impact of gamification on these variables is limited. This study bridges the existing gap and sheds light on the necessity of incorporating gamification in foreign language teaching. Data for the study were collected from 50 EFL teachers and 165 EFL students in prominent higher education institutions in two south Indian states, Tamil Nadu and Kerala. Purposive sampling was used to collect the data, and two structured questionnaires were distributed. The reliability of the questionnaire was checked using Cronbach’s Alpha. Different statistical methods and descriptive analysis were used to interpret, represent, and analyze the results of the study. It is observed that gamified modules significantly improve the students’ vocabulary acquisition and motivate them to improve their language skills. They also help to enhance TSR and TI, paving the way to improved WTC. Although gamified simulations prepare students for real-world technical communication scenarios in English, it is observed that EFL teachers face several implementation challenges in the classroom.
Key words: English Language Teaching, Foreign Language Teaching, Gamification, Education, Technology
Pages: 47-58
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