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<p>This research investigates student perceptions of gamification methods in a Technical English class. The goal is to alleviate the limitations of previous studies, for example, unequal design, limited use, and poorly conducted long-term evaluation. Traditional teaching methodologies seem to promote low participation characteristics, passive learning, low interaction, and low motivation, which may influence student retention and understanding.&#xa0;These traditional methods are not efficient in meeting different learning needs; thus, discourage active participation. Employing a hypothetical-inductive methodology, the research duration is one semester and uses surveys and structured interviews to gather both quantitative and qualitative data. Three gamification techniques are experimented to determine their effectiveness in raising student engagement, language skills, and soft skills such as commitment, responsibility, and autonomous learning.&#xa0;Information reveals that students are extremely content, as pointed out that the use of gamification made the procedure for understanding more interactive and engaging. The methods also resolved typical problems that experienced in regular language learning environments.&#xa0;This research came to the conclusion that a carefully designed gamification plan is a means of achieving short-term and long-term educational goals in Technical English; thus, it is able to meet the diverse needs of learners.</p>

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Role of Gamification Methods in Promoting Self-Learning and Responsibility Among English as Foreign Language Learners

  • 期刊论文

  • 发表日期：

    2026年1月31日

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  • A. Nandhu,
  • M. M. Uma Maheswari

摘要

This research investigates student perceptions of gamification methods in a Technical English class. The goal is to alleviate the limitations of previous studies, for example, unequal design, limited use, and poorly conducted long-term evaluation. Traditional teaching methodologies seem to promote low participation characteristics, passive learning, low interaction, and low motivation, which may influence student retention and understanding. These traditional methods are not efficient in meeting different learning needs; thus, discourage active participation. Employing a hypothetical-inductive methodology, the research duration is one semester and uses surveys and structured interviews to gather both quantitative and qualitative data. Three gamification techniques are experimented to determine their effectiveness in raising student engagement, language skills, and soft skills such as commitment, responsibility, and autonomous learning. Information reveals that students are extremely content, as pointed out that the use of gamification made the procedure for understanding more interactive and engaging. The methods also resolved typical problems that experienced in regular language learning environments. This research came to the conclusion that a carefully designed gamification plan is a means of achieving short-term and long-term educational goals in Technical English; thus, it is able to meet the diverse needs of learners.