English teachers' views on gamification in the upper secondary school English language curriculum (grades 9-12): an analysis

Abstract

This study aims to determine the perceptions and practices of upper secondary school English teachers regarding gamification activities in the curriculum. In this context, teachers' perspectives on the concept of gamification, the adequacy of the program, the methods of its application in lessons, and the problems they encounter in the process have been examined. In addition, the types of learning outcomes related to the method, the tools and materials used, student evaluation processes, and stakeholder responses have also been included in the research. Designed using a phenomenological design from qualitative research methods, data were collected through semi-structured interviews with 20 teachers and analyzed using content analysis. Participants define gamification not merely as an element of entertainment, but as a multi-dimensional and strategic pedagogical approach; however, they find the activities in the program insufficient in terms of quality, time management, and guidance. Teachers' general perception of gamification is quite positive, with intensive use of digital tools such as Kahoot and Quizizz in applications, and printed materials are also preferred to increase vocabulary retention. The fact that teachers can develop low-cost designs despite infrastructure and time constraints shows that the essence of gamification lies not in technology but in mechanics compatible with pedagogical goals. Gamification is mostly used in the acquisition of speaking skills and vocabulary teaching; It plays a critical role in reducing the fear of making mistakes. The vast majority of teachers utilize gamification as a formative assessment tool, and student responses are shaped around high affective commitment, cooperation, and a desire for sustainability. While parents exhibit a positive approach based on children's happiness, resistance and indifference have also been observed due to traditional concerns. It was determined that the views of administrators and other teachers regarding gamification differ. The results reveal that updating the program, improving the infrastructure, and raising awareness among stakeholders are necessary for the effective use of gamification's potential.