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Review Article

JCR. 2020; 7(19): 5304-5312


A REVIEW OF RESEARCH ON TEACHERS’ VIEWS ON INTEGRATING GAMIFICATION AND TECHNOLOGY IN ENGLISH AS SECOND LANGUAGE CLASSROOM

Charanjit Kaur Swaran Singh, Nor Adriena Amiz Abdul Mutalib, Tarsame Singh Masa Singh, Eng Tek Ong.

Abstract
This review research analyses some literature on the teachers‟ views and perceptions of
integrating gamification in EFL/ESL classroom. Several recent studies have revealed that gamification provide
positive feedback that enhance the teachers‟ efficiency in delivering English language lessons in the ESL/EFL
classroom. With the usage of this recent technology, it has helped the teachers in gaining more attention and
motivation from the students in participating in any language lesson activities conducted. Findings from the
reviewed have discovered that teachers are highly interested in integrating gamification and technology in the
classroom, but there were some limitations that have been highlighted as challenges in implementing it. Several
recommendations are suggested by the researchers for improving the use of gamification in the classroom such
as (1) providing adequate resources and technical infrastructure that increase technology usage classroom, (2)
sending the teachers to more ICT related courses and professional development training, (3) teachers‟
knowledge and readiness in using any methodologies in delivering the lessons, (4) the role of teaching
institutions to empower teachers on the importance of mastering technology in education, (5) more hands-on
training for teachers to implement gamification for teaching and learning purposes, (6), understand challenges
faced by teachers in implementing gamification in the classroom, (7) the role of gamification and technology in
English language classrooms, (8) benefits teachers can gain from integrating gamification in the classroom, (9)
increase students‟ motivation, confidence and critical thinking and (10) to conduct more research in future
involving larger sample sizes as to generalised the findings to other learning contexts.

Key words: gamification; technology; ESL classroom, ESL teachers, ESL students



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