In this era of digital learning students are more motivated to enhance their language proficiency through using internet web tools and applications that stimulate their interests. This small-scale study investigates the effectiveness of using gamified blended learning in enhancing Omani students’ listening motivation. 27 grade 10 female Omani students participated in this mixed method study. Students were given 3 gamified blended learning lessons, then they were asked to fill up the instructional materials motivation questionnaire to investigate their perceptions of the effectiveness of using gamified blended learning in enhancing their listening motivation. The questionnaire quantitative data revealed that all motivation subscales received high means; satisfaction, relevance, attention, and confidence respectively. This indicates that students were highly motivated to improve their listening by using gamified blended learning. Additionally, the qualitative findings obtained from students’ responses to the open-ended questions outlined students’ challenges and suggestions to improve the technique. Regardless of this study limitations concerning its small sample size and short duration, the study highlights the importance of conducting a similar larger scale study exploring the effectiveness of gamified blended learning in teaching listening concerning students’ motivation or investigating other variables like students’ listening comprehension.