Leveling up Learning: Thai EFL Teachers' Perspectives on Gamification in the Classroom
TL;DR
The study emphasizes the need for teacher’s understanding of the pedagogical value of gamification and how to align it with learning objectives, and the necessity for training in using digital platforms that align gamified activities with curriculum goals.
Abstract
This study examines English as a Foreign Language (EFL) teachers' perspectives on integrating gamification into language classrooms in Thailand. With the growing interest in educational technology to seek innovative pedagogy for language learning improvement, gamification - using game elements including points, badges, and leaderboards- has gained attention for enhancing student engagement and motivation. Through individual semi-structured interviews based on a qualitative research design, with 50 EFL teachers selected by using purposive sampling method across Thai universities, the study explores how gamification impacts student participation, motivation, and skill development. Based on thematic analysis, the findings highlight benefits, such as increased student-centered learning, critical thinking and problem solving, as well as enhanced interactivity, enjoyment, motivation, and engagement. Some challenges include long-term effects on learning retention, learning frustration, technological limitations, class time management, the need for time to create gamified lessons, the need for culturally relevant content, and blending gamification with traditional methods. This research offers insights and recommendations for effective gamification implementation in Thai EFL classrooms. The study emphasizes the need for teacher’s understanding of the pedagogical value of gamification and how to align it with learning objectives, and the necessity for training in using digital platforms that align gamified activities with curriculum goals.