ENHANCING STUDENTS’ MOTIVATION IN ENGLISH LANGUAGE CLASSES THROUGH GAMIFICATION ELEMENTS
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This article analyzes the theoretical and methodological foundations of enhancing university students’ motivation through gamification in
English language teaching. It discusses the concept of gamification, its distinction from game-based learning, and the pedagogical potential
of points, levels, badges, leaderboards, challenges, progress indicators, immediate feedback, and collaboration. Particular attention is paid
to the purposeful use of gamification for supporting students’ intrinsic and extrinsic motivation, engagement, autonomy, and interest in
English language learning. The article also outlines the limitations of excessive reliance on competition and external rewards and argues
that game elements should be integrated with explicit learning objectives and meaningful communicative activities.
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