Gamification in the English language classroom in primary and secondary education.

Abstract

The present study carried out a bibliometric analysis of the publications that dealt with the use of gamification in English classes at the primary and secondary school levels. The objectives of the study were to analyse the evolution of the number of studies published per year and to identify research trends related to gamifying lessons in foreign language learning. The search for studies analysing the use of gamification in English classes was conducted in March 2023. The database which was used for retrieving studies was the Web of Science. A total of 95 publications identified were retrieved for a more detailed screen. Afterwards, from the full-text publications assessed for eligibility, 47 publications dealt with gamified classes in schoolchildren and thus were included in the study. The results indicate a growing trend in publication numbers in this field. As regards the scope review, after an in depth analysis of the 47 publications, the majority of studies underscored the benefits of applying educational games in classes. The increased motivation is the most palpable benefit reported, followed by meaningful learning, improvement of language skills, and increased learners' engagement, confidence and autonomy. Most studies indicated that games facilitate language learning and ensure active class participation, making the whole process of learning more enjoyable and effective. Nevertheless, despite numerous benefits reported, it has also been argued that the use of gamification presents several challenges such as the occurrence of technical difficulties, the creation of a negative competitive setting or the creation of a noisy environment, which might have a negative impact on the learning outcomes.