Gamification in EFL classrooms with adults and professors in professional programs

Abstract

This case study explores the use of gamification as a strategy to improve engagement and feedback in writing skill development among adult EFL learners enrolled in professional university programs. The study employed a qualitative methodology with a mixed - methods approach, focusing on four university instructors working with adult students. Data were gathered through semi - structured interviews and classroom observations, offering a rich and contextualized understanding of the effects of gamified practices i n real classroom settings. Grounded in constructivist theory, the research emphasizes the role of active learning and cognitive processes in skill acquisition. The integration of gamified tools such as leaderboards, point systems, and collaborative challen ges along with immediate and constructive feedback, created a learning environment that encouraged participation, reduced anxiety, and promoted self - regulation. These elements enabled students to take ownership of their learning and engage more confidently in writing tasks. One of the key findings is that gamification not only increased motivation and interest but also contributed to improved writing performance by making the learning process more dynamic and interactive. Furthermore, the reduced levels of anxiety created a less intimidating space where learners felt more comfortable experimenting, making mistakes, and receiving feedback. This sense of psychological safety fostered greater engagement and community building among peers. Overall, the study sup ports the idea that gamification, when applied purposefully and supported by timely feedback, can be a powerful pedagogical tool in adult EFL contexts. It provides valuable insights for educators seeking to adapt their teaching strategies to meet the evolv ing needs of adult learners in writing - focused classrooms.